Category Archives: Latest Education News

A category dedicated to all education news in Kenya and other countries across the world. This is your one stop location for all news related to the education sector.

TSC News Portal

Were all teachers promoted in 2017? This is what TSC did

Teachers up to date are questioning the employer and unions on Promotions criteria and how the career progression guidelines matrix was implemented.

Change of job group name from L to C3 is not a promotion.

Teachers are yet to come to terms on how cpg have affected their career in particular to promotion.

In 2016, there were 3 teachers who were in the same job groups under the TSC scheme of service, senior teacher of job group M, deputy principal of job group M and principal of job group M, in 2017, when Career progression guidelines, CPG, was put in place principal was placed in job group D3 , deputy principal in Job group D1 and the senior teacher in job group C5.

The cpg was poorly implemented,since the deputies should have been placed in D2 and senior teacher in D1.

Worst scenario, two teachers ( a old teacher and his former student teacher) in March 2017 attended interview both were in job group L, the old teacher had stagnated for a record 22 years in job group L and his former student had just finished 5 years in job group L, surprisingly the former student of the old teacher was promoted to job group M in may 2017 and was confirmed as a deputy, comes July when CPG started.

The promoted teacher was placed in job group D1 and his former teacher who was not lucky in C3, 3 job groups behind which requires 3 consecutive interviews each minimum of 5 years translating to 15 years to attain the current job group D1 of his former student.

Many teachers in our county have stagnated for several years in a given job groups in particular C3 which is the mother of stagnation job group, most deputy principals will retire in job groups D1.

What are some of the steps the union have taken to address this challenge.
Deputy principals who were in job groups M,N and P were lump together in job groups D1 while principals were placed in D3,D4 and D5, but again surprisingly there are quite number of principals in D1 and D2 and yet by 2017 they were already principals.

Quite a number of teachers in C5 who did interview for D1 promotions but they didn’t receive regret letters, what is there fate?

In the recent interview, only deputy principals in extra county schools were considered for job group D2, and only principals in extra county schools and beyond were considered for job group D4 .

My question is, is it a mistake to teach in county or subcounty schools, the union should have answers to challenges beveling the teachers.

We’ve numerous cases where acting Deputy Principals are also acting Principals which is illegal.

There are many seasoned (stagnated) teachers in C5 who deserves promotion on merit to D1 and those in D2 should move to D3.

Those principals who have stayed in D3 should be moved to D4 on Merit as some are heading to their retirement.

Teachers who have served as acting Deputy Principals (for 3yrs+ ) deserves confirmation and be moved to another station.

Also, Principals and Deputy Principals should move to another station after serving for at least 5yrs to avoid conflict of interests.

Most teachers who are acting as deputy principals are in job groups C3 three job groups less to be a deputy principal.

My humble suggestions is that all those currently in C5 should be promoted to D1 to fill the many vacancies and all those acting as deputy principals in C3 to be automatically promoted to C4 as a reward, and those acting in C4 as deputy principals to be automatically promoted to C5.

Universities & Colleges information

Mount Kenya University (MKU) develops Centre of excellence for agriculture

Mount Kenya University (MKU), Nakuru campus has been unveiled as a centre of excellence for Animal Health, Agriculture and Education science, hence a big boost to the national pursuit of food security.

MKU Vice Chancellor Prof. Deogratius Jaganyi said with the status, the campus is now better equipped to train professionals, who will lead the country’s agriculture sector in future.

Addressing stakeholders in Thika town Wednesday, the VC said the campus received the best training and research equipment to support training in agriculture, animal health and production and education science programme.

He said it has also resulted in an increase in student enrollment, programmes as well as academic and research resources.

“The university Senate has also approved Master of Science in Crop Protection and Photo-Sanitary Science, and the Diploma in Animal Health and Production (upgrading). Also approved is a revised curriculum for the Bachelor of Science in Animal Health,” Prof. Jaganyi said.

The campus is the latest to acquire centre of excellence status after the Thika main campus that excels in medical and human health, the Nairobi campus in business and graduate studies, the Parklands Law campus in legal training, while the Mombasa campus deals with maritime studies and the blue economy.

The VC also said the university has acquired multi-million shillings’ worth of state-of-the-art research equipment that has positioned the institution as one of the best and most well-equipped academic and research institutions in East Africa.

He said they are working on a framework to have members of the public interact with their equipment.

“The University has embarked on the revision of its research policy in an effort to include newly developed guidelines for access to research equipment by members of the public,” said the VC.

Latest Education News

Form one admission letters 2021- Education Ministry issues clarification

The Ministry of education has issued a clarification on 2021 form one admission letters downloads. This after claims emerged that parents should not download the 2021 form one admission letters if they are not be satisfied with the schools where their kids have been placed.

The Ministry has termed the message as being ‘fake news’ and misleading.

Here is the message that has now been quashed by the Education Ministry;

“Kindly if you are looking for an alternative school for your child, DO NOT PRINT THE LETTER FOR THE SCHOOL YOUR CHILD HAS BEEN ADMITTED TO. Once you download the admission letter, it is assumed in the system that you are taking the offer.

Someone from Ministry of Education has shared that information.”

Meanwhile, the Ministry has urged the parents to download their letters in readiness for the 2021 form one reporting dates.

Also see; School Term dates/ calendar for 2020 to 2023.

SIMPLIFIED PROCEDURES ON HOW TO DOWNLOAD THE 2021 FORM ONE ADMISSION LETTERS

How to download the 2021 Form one admission letter to National Schools

To download your 2021 form one admission letter to National Schools, follow these easy steps;

  1. Click on this link to access the download page from the Ministry of Education’s Website: Ministry of education download link for form one admssion letter.
  2. Then, Select the county and sub-county where your KCPE centre is located and key in your index number and Submit.
  3. Click on the link named “admission letter” at the bottom of the page for a copy of your admission letter.
  4. Use the printer icon to print or download icon to download to your computer.
  5. Get your primary school’s headteacher to endorse the letter and stamp it in the space provided.
  6. Finally, present it for admission together with a certified copy of birth certificate.

SELECTION OF KCPE 2020 CANDIDATES TO EXTRA COUNTY SECONDARY SCHOOLS

Extra County Secondary schools (formerly Provincial schools) are the second tier of schools in Kenya. They are the most preferred category of schools after National Schools.

The selection of candidates to Extra-County schools is based on a ratio of 20:40:40. This means that 20% of available vacancies in an extra county school goes students from the Subcounty where the school is found.

While the host county and other counties get 40% each. After the selection exercise for the 2020 placement of form ones, they will be expected to download their letters through the Ministry of education’s online portal.

The admission letter is important to both students and Parents/ Guardians. This is because it enables the two parties to prepare adequately for reporting to selected secondary school.

How to download the 2021 Form one admission letter to Extra County Schools

Admission letters for KCPE 2020 candidates will be available online, once the selection exercise has been completed. To download your 2021 form one admission letter follow the simple steps below;

  1. Click on this link to access the download page from the Ministry of Education’s Website: Ministry of education download link for form one admssion letter.
  2. Now, Select the county and sub-county where your KCPE centre is found and key in your index number and Submit.
  3. Click on the link named “admission letter” at the bottom of the page for a copy of your admission letter.
  4. Use the printer icon to print or download icon to download to your computer.
  5. Get your primary school’s headteacher to endorse the letter and stamp it in the space provided.
  6. Finally, present it for admission together with a certified copy of birth certificate

Please note that the admission letters will be posted online once the selection exercise is complete.

SELECTION OF KCPE 2020 CANDIDATES COUNTY SECONDARY SCHOOLS

Selection for 2021 form one students also follows a set criteria. Students joining County schools in based on the 20:80 ratio. This means that 20% of the available slots in a County school go the hosting Sub-County while the remaining 80% are shared among other Subcounties; in that County.

How to download the 2021 Form one admission letter to County Schools

To download the admission letter to County Schools:

To download your admission letter, follow the simplified steps below;

  1. Click on this link to access the download page from the Ministry of Education’s Website: Ministry of education download link for form one admssion letter. Now,
  2. Next, Select the county and sub-county where your KCPE centre is located and key in your index number and Submit.
  3. Click on the link named “admission letter” at the bottom of the page for a copy of your admission letter.
  4. Use the printer icon to print or download icon to download to your computer.
  5. Get your primary school’s headteacher to endorse the letter and stamp it in the space provided.
  6. Finally, present it for admission together with a certified copy of birth certificate.

See also;

2021 Form One Selection Results through SMS

 How to download 2021 form one admission letters online.

Form one selection results and admission letters 2021 (Check admission results and letter)

How to receive 2021 Form One Selection Results via SMS Code 22263 (See selection criteria and how to download admission letters)

2021 Form One Selection Portal; Get selection results and download your admission letter

How to download Form one 2021 admission letters for National schools, Extra County Schools, County schools in kenya, Form one selection results

You may also like;

How to admit 2021 Form Ones through the NEMIS system: Ministry of Education

How to complete the new students and 2021/2022 form ones’ admission process by updating their Bio data on NEMIS

2021 Form one selection criteria, results and admission letters; County schools

How to download Form one 2021 admission letters for National schools, Extra County Schools, County schools in kenya, Form one selection results

2021 Form one selection criteria, results and admission letters; Extra County schools

2021 Form one selection results and admission letters; National schools

KNEC News Portal

Meru School School KCSE 2020-2021 results analysis, grade count and results for all candidates

Meru SCHOOL KCSE 2020/2021 RESULTS ANALYSIS (SCHOOL MEAN, INDIVIDUAL CANDIDATES’ RESULTS AND MEAN GRADE SUMMARY)-  Meru School  School is a top performing high school located in Kenya. Here is the KCSE 2020 results analysis for the school.

Meru School  school has always maintained a good run in the KCSE examinations over the years. For instance, in the 2019 Kenya Certificate of Secondary Education (KCSE) examination results the school emerged among the top 100 schools in the whole country.

You may also like;

Meru School school managed a mean score of 8.67 in the 2019 KCSE examinations.. Read more details here; KCSE 2019 list of top 200 schools nationally; Full list.

You may also like; KCSE 2019 national results and ranking per subject- Physics

Meru SCHOOL’S KCSE 2020 RESULTS ANALYSIS AND MEAN GRADE SUMMARY

We have analysed results for Meru School school in the KCSE 2020 examinations. Get the school’s KCSE 2020/2021 results and all schools in the country plus candidates in the official Knec results portal, here; KCSE 2020-2021 OFFICIAL RESULTS PORTAL.

Popular on this site

The 2021 KCSE results portal.

We have more KCSE 2020-2021 articles for you here;

KCSE 2020-2021 Top 100 Schools nationally

KCSE 2020-2021 Top 100 schools per county

QUICK KNEC LINKS

KCSE/KCPE ONLINE RESULTS PORTAL

KCSE PORTAL

THE KNEC KCSE PORTAL

KNEC PORTAL LOGIN.

THE KNEC CBA PORTAL

KNEC SCHOOL EXAMS PORTAL

KNEC PORTAL FOR KCPE RESULTS

THE KCPE KNEC PORTAL FOR PRIMARY SCHOOLS.

KNEC EXAMINERS PORTAL

THE KNEC CONTRACTED PROFESSIONALS PORTAL

THE KNEC CBA PORTAL

KNEC EXAMINERS LOGIN PORTAL

KNEC PORTALS

THE KNEC LCBE PORTAL

THE OFFICIAL KNEC WEBSITE

KNEC News Portal

KNEC CP2 portal: registration, deployment letters, reset password, Login

The Knec Contracted Professionals System, commonly known as the KNEC CP2 portal, is an integrated online system that allows the council to manage all Contracted Professionals: Centre Managers, Supervisors, Invigilators and Security Officers. Click here for a quick login.

KNEC CP2 portal: registration, deployment letters, reset password

 

 

 

 

 

 

 

 

 

 

 

 

 

TSC News Portal

TSC list of Promoted Secondary Teacher 1 (C2-C3) 2024

TSC list of Promoted Secondary Teacher 1 (C2-C3) 2024

ADVERT NO. 55/2023(C2-C3): SECONDARY TEACHER I (REGULAR SCHOOL), T-SCALE 8 – 1928 POSTS

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Alliance High School’s KCSE 2023 Results Analysis, Ranking Grades Distribution and Location

Alliance High School is a top performing school that is located in Kiambu County.

Here are quick facts about Alliance High 

School Name: Alliance High 

School Category: National

School Type: Boys

School Location: Kiambu Town

  • County: Kiambu
  • Region: Central

Alliance High School’s KCSE 2023 Full Results Analysis.

The top performing school has once again posted impressive results at the 2023 Kenya Certificate of Secondary Education, KCSE, exams.

Teachers, parents and students at the school received the results with excitement after receiving them from the Kenya National Examinations Council, Knec.

The good news is that a majority of the candidates scored a mean grade of C+ (plus) and above. This means that they will be joining university in 2024.

 See the school’s Full details (Location, Fees, Contacts) here:

The school has been ranked at position  nationally after garnering a Mean Score of 10.2 points which translates to a mean grade of B+{plus}.

School’s KCSE 2023 Results Analysis, Mean Score, Mean Grade, National Ranking, Position and Location.

Position Nationally Name of School Region County kcse 2023 Mean Score kcse 2023 Mean Grade School Type Category
17 Alliance High School Central Kiambu 10.2 B+{plus} Boys National
Teachers' Resources

KISWAHILI FORM 2 SCHEMES OF WORK TERM 1-3

 ASILIA

  1. KLB
  2. Mwongozo wa Mwalimu
  3. Oxford
  4. Kamusi
JUMA KIPINDI  

SOMO

  

SHABAHA

  

MBINU

  

VIFAA

  

ASILIA

  

MAONI
1-4   KUFUNGUA  
5 1 Matamshi Bora

Vitate b na p

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutamka maneno ya p na b

Kutunga sentensi sahihi

Kueleza tofauti kimaana

  

Kusikiliza na kuandika

Kutamka

  

Chati

Ubao

Wanafunzi

  

Oxford BK 1 UK 16

KLB BK 1 UK 1

Chemichemi BK 1

UK 36-45

  
  2 Maamkizi na Adabu

Nyumbani na dukani

 Kufika mwisho wa funzo mwanafunzi aweze;

Kueleza misamiati tofauti ya adabu

Kutunga sentensi akitumia maneno ya adabu

  

Kuandika

Kujadili

Kufunga zoezi

  

Chati

Redio

Kadi

Ubao

  

Oxford BK 1 UK 12

KLB BK 1 UK 1

Kamusi ya Kiswahili

  
  3 Ufahamu

Chanzo cha utovu wa nidhamu shuleni

 Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kufungu kwa matamshi bora

Kujibu maswali kwa ufasaha

 Kusoma kimya

Kusoma na kudokezana

Kujadili

Kuandika madaftarini

  

Ubao

Kifungu kitabuni

  

KLB BK 1 UK 4-6

Kamusi ya kiswahili

  
  4 Muhtasari Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kifungu na kuandikisha hoja muhimu

Kuandika muhtasari kwa njia ifaayo

  

Kujadili

Kuandika madaftarini

  

Ubao

Kifungu kitabuni

  

KLB BK 1 UK 7-8

Mwongozo wa kiswahili

  
  5

na

6

 Sarufi

Aina za maneno

 Kufika mwisho wa funzo mwanafunzi aweze;

Kubainisha maana za kila neon

Kubainisha katika sentensi

 Kusoma

Kueleza

Kujadili

Kuandika

  

Chati

Ubao

Vifaa halifi

 Oxford BK 1 UK 23

KLB BK 1 UK 8-9

Chemichemi BK 1

UK 31-48

  
6 1 Sentenzi

Aina za sentensi

 Kufika mwisho wa funzo mwanafunzi aweze;

Kueleza miundo mbalimbali ya sentenzi, Kutunga sentenzi

  

Kuandika

Kujadili

Kutunga sentenzi

  

Ubao

Jedwali

  

KLB BK 1 UK 10-13

Oxford UK 37

Mwongozo UK 8

  
  2

na

3

 Kuandika

Insha – maana

Insha ya barua

 Kufika mwisho wa funzo mwanafunzi aweze;

Kufafanua sehemu muhimu za insha

Kueleza sifa zake

Kuandika insha kwa mtiririko nzuri na hati nzuri

  

Kujadili

Kuandika

  

Kielelezo kitabuni

Ubao

  

KLB BK 1 UK 13-15

Oxford UK 57

Chemichemi

UK 14-16

 

  
  4 Vitate

R – L

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutamka maneno ya R na L, Kutunga sentensi

  

Kutamka

Kuandika

Kutunga sentensi

  

Chati

Ubao

Wanafunzi

  

KLB BK 1 UK 10-13

Kamusi ya kiswahili

 

  
  5 Sarufi

Aina za sauti

Irabu na konsonanti

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutaja ala za kutamkia

Kutamka irabu/konsonanti

Kuchora mkondo wa hewa

  

Kutamka

Kuandika

Kuchora

  

Jedwali

Ubao

  

KLB BK 1 UK 16-20

Oxford UK 1-3

 

  
  6 Ufahamu

Mawasiliano

 Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma na kutamka bora

Kujadili

Kujibu maswali kwa ufasaha

  

Kusoma kifungu

Kujadili

Kufanya maswali madaftarini

  

Kifungu kitabuni

Ubao

Michoro

  

KLB BK 1 UK 13-15

Mwongozo

UK 12-13

 

  
7 1-2 Sarufi Kufika mwisho wa funzo mwanafunzi aweze;

Kutumia alama za uakifishaji ipasavyo

Kubainisha alama na matumizi yao

  

Kujadili

Kuandika madaftarini

  

Jedwali

Ubao

  

KLB BK 1 UK 22-25

Oxford UK 40

 

  
  3 Vitate

F na V

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutamka maneno ya sauti F na V

Kutunga sentensi

  

Kutamka

Kuandika

  

Chati

Ubao

  

KLB BK 1 UK 27

Mwongozo UK 14

 

  
  4 Kuandika

Vitanza ndimi

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutamka upesi na kwa ufasaha

Watunge vitanza ndimi

  

Kutamka

Kuandika

Kutunga

  

Vifaa halisi

Ubao

  

KLB BK 1 UK 26

Chemichemi UK 51

 

  
  5 Ufahamu

Mama aficha simu

 Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa ufasaha

Kujadili

Kujibu maswali

  

Kujadili

Kuandika

Kufanya zoezi

  

Kifungu kitabuni

Ubao

  

KLB BK 1 UK 28

Mwongozo

UK 16-17

 

  
  6 Fasihi

Maana

Umuhimu

 Kufika mwisho wa funzo mwanafunzi aweze;

Kueleza maana ya fasihi

Kuandika umuhimu wa fasihi

  

Kuandika

Kujadili

  

Ubao

Vifaa halisi

  

KLB BK 1 UK 49

Oxford UK 48

 

  
8 1 Ufahamu

Safari

 Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa matamshi bora

Kujibu maswali kwa ufasaha

 Kusoma kwa kupokezana

Kujadili

kuandika

  

Vifaa halisi

Ubao

Kitabu cha wanafunzi

  

KLB BK 1 UK 28-30

Mwongozo

UK 17-18

  
  2 Sarufi

Ngeli ya A-WA

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua umuhimu wa ngeli

Kufanya zoezi kwa ufasaha

  

Kuandika

Kujadili

  

Chati

Ubao

  

KLB BK 1 UK 30-32

Oxford UK 49

 

  
  3 Kuandika

Taarifa

 Kufika mwisho wa funzo mwanafunzi aweze;

Kuandika insha ya taarifa kwa mtiririko na hati nadhifu

  

Kujadili

Kuandika

  

Ubao

Kielelezo kitabuni

  

KLB BK 1 UK 33

  
  4 Misemo Kufika mwisho wa funzo mwanafunzi aweze;

Kueleza maana ya misemo

Kutumia misemo kwa ufasaha sentensini

  

Kuandika

Kujadili

Kufanya zoezi

  

Jedwali

Ubao

  

KLB BK 1 UK 37

Oxford UK 16

Kamusi ya misemo

  
  5 Kusoma

Maisha ya mjini

 Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa ufasaha

Kujibu maswali kwa ufasaha

  

Kusoma

Kujadili

Kuandika

  

Ubao

Kifungu kitabuni

Vifaa halisi

  

KLB BK 1 UK 37-39

Mwongozo UK 23

 

  
  6 Sauti tatanishi

Ch na Sh

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutamka maneno ya sauti Ch na Sh

Kutunga sentensi sahihi

  

Kutamka

Kuandika

Kufanya zoezi

  

Chati

Ubao

  

KLB BK 1 UK 34

  
9 1 Sarufi

Ngeli ya U-I

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutumia nomino za ngeli ya U-I kwa ufasaha katika sentensi

 © Education Plus Agencies

Kuandika

Kujadili

Kufanya zoezi

  

Chati

Ubao

  

KLB BK 1 UK 40

Oxford UK 49

 

  
  2-3 Kuakifisha 2 Kufika mwisho wa funzo mwanafunzi aweze;

Kutumia alama za uakifishaji ipasavyo

Kubainisha matumizi ya kila alama

  

Kujadili

Kuandika

Kutunga sentensi

  

Jedwali

Ubao

 KLB BK 1 UK 41

Oxford UK 127

Mwongozo UK 25

  
  4 Kuandika

Kujaza fomu

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutaja aina za fomu

Kujaza fomu kwa ufasaha

  

Kuandika

Kujaza fomu

  

Vielelezo vya fomu

Ubao

  

KLB BK 1 UK 49

Oxford UK 78

 

  
  5 Fasihi

Aina za fasihi

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua aina za fasihi

Kutaja mifano yao

  

Kujadili

Kuandika

  

Cahti

Ubao

  

KLB BK 1 UK 51

Oxford UK 8-9

Mwongozo UK 28

  
  6 Kusoma

Mavazi rekebisheni

 Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa matamshi bora

Kujibu maswali kwa ufasaha

 Kusoma kwa kupokezana

Kujadili

Kuandika

Kufanya zoezi

  

Kielelezo kitabuni

Ubao

  

KLB BK 1 UK 51-53

Mwongozo UK 29

Kamusi ya kiswahili

 

  
10 1 Sarufi

Ngeli ya LI-YA

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua nomino za ngeli ya LI-YA

Kutumia nomino hizo katika sentensi

  

Kunadika

Kutunga sentensi

  

Chati

Ubao

  

KLB BK 1 UK 53-55

Oxford UK 50

Mwongozo UK 30

  
  2 Kuandika

Maelezo/maagizo

 Kufika mwisho wa funzo mwanafunzi aweze;

Kuandika insha kwa mtiririko mzuri na hati nadhifu

  

Kujadili

Kuandika

Kutunga mtungo

  

Kielelezo kitabuni

Ubao

Jedwali

 

  

KLB BK 1 UK 55-56

Oxford UK 36

  
  3 Ufahamu

Dawa za kulevya

 Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa matamshi bora

Kujibu maswali

  

Kusoma

Kujadili

Kufanya zoezi

  

Ubao

Kifungu kitabuni

  

KLB BK 1 UK 57

Mwongozo wa mwalimu

  
  4 Kusoma

Maradhi

 Kufika mwisho wa funzo mwanafunzi aweze;

Kusoma kwa ufasaha

Kujibu maswali vilivyo

  

Kusoma

Kujadili

Kufanya zoezi

  

Ubao

Vifaa halisi

Kifungu kitabuni

  

KLB BK 1 UK 58-59

Kamusi ya kiswahili

 

  
  5 Sarufi

Ngeli ya KI-VI

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua nomino za ngeli ya KI-VI

Kutumia ngeli hizo sentensini

  

Kujadili

Kuandika

  

Jedwali

Ubao

  

KLB BK 1 UK 60

Mwongozo UK 36

 

  
  6 Sarufi

Ngeli ya U-YA

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua nomino za ngeli ya KI-VI

Kutumia katika sentensi

  

Kuandika

Kutunga sentensi

  

Chati

Ubao

  

KLB BK 1 UK 61-63

Oxford UK 49-51

 

  
11 1 Kusoma

Matumizi ya kamusi

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutaja matumizi ya kamusi

Kueleza sifa za kamusi

  

Kusoma

Kuandika

  

Jedwali

Vifaa halisi

Kamusi mbalimbali

  

KLB BK 1 UK 70-74

Oxford UK 33-34

Kamusi

  
  2 Sarufi

Ngeli ya I-ZI

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua nomino ya ngeli ya I-ZI

Kutunga sentensi

  

Kuandika

Kutunga sentensi

  

Chati

Ubao

  

KLB BK 1 UK 74-76

Oxford UK 50

Mwongozo UK 42

  
  3 MTIHANI  
  4 Sarufi

Ngeli ya I-I

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutaja na kutambua nomino za ngeli ya I-I

Kutumia nomino za ngeli hizo katika sentensi

  

Kujadili

Kuandika

Kutunga sentensi

  

Ubao

Chati

  

KLB BK 1 UK 76-77

Oxford UK 51

 

  
  5-6 Fasihi

Nyimbo

– Maana

– Umuhimu

– Sifa

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutaja na kueleza aina za nyimbo

Kupambanua dhima za nyimbo mbalimbali

  

Kueleza

Kuimba

Kusoma

Kuandika

  

Wimbo

Redio na kanda za nyimbo

Wanafunzi wenyewe

  

KLB BK 1 UK 67

Chemichemi UK 162

 

  
12 1-2 Sarufi

Ngeli ya YA-YA

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua nomino za ngeli ya YA-YA

Kutumia ngeli hizo katika sentensi

  

Kujadili

Kuandika

Kufanya zoezi

  

Chati

Ubao

  

KLB BK 1 UK 63

Oxford UK 63

 

  
  3 Kuandika

Maelezo

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua vipengele muhimu nya insha ya maelezo

Kuandika insha

  

Kuandika

Kujadili

  

Kielelezo kitabuni

Ubao

  

KLB BK 1 UK 65

Chemichemi

UK 104-105

 

  
  4-6 Marudio

Sarufi

 Kufika mwisho wa funzo mwanafunzi aweze;

Kutambua sifa za sarufi

Aina za sentensi pamoja na maneno

  

Kujadili

Kuandika

  

Ubao

  

Vitabu vyao

  
13 1-6 MARUDIO  
14-15   MTIHANI WA MWISHO WA MUHULA NA KUFUNGA SHULE  
Teachers' Resources

FORM 3 AGRICULTURE SCHEMES OF WORK

SCHEME OF WORK           FORM THREE AGRICULTURE             TERM  ONE

WK

NO

L/

NO

TOPIC   /

SUBTOPIC

 LESSON / SPECIFIC
OBJECTIVES
 TEACHING / LEARNING
ACTIVITIES
  

MATERIALS

             /

RESOURCES

 REF. REM.

1

1

LIVESTOCK PRODUCTION I

 

Reproduction

 By the end of the lesson, the learner should be able to:

 

Define terms related to reproduction.

  

 

Exposition of new terms such as hatcheries, broodiness, and incubation.

Discussion.

    

 

 

KLB BK III

Pg 1

2

Male reproductive system.

 Identify parts of the reproductive system of a bull. Drawing and labeling of reproductive system of a bull.

Brief discussion.

 Chart –reproductive system of a bull. KLB BK III

Pgs 2-3

3

Female  reproductive

 Identify parts of the reproductive system of a  cow. Drawing and labeling of reproductive system of a cow.

Brief discussion.

 Chart –reproductive system of a cow. KLB BK III

Pgs 4-5

4

Pregnancy, parturition and birth.

 Define gestation period.

Identify signs of parturition.

Identify proper presentation at birth.

 

 Probing questions;

Discussion;

Exposition.

   KLB BK III

Pgs 5-6

2

1

 Reproductive system in poultry. Identify parts of the reproductive system of a  hen.

State functions of parts of reproductive system of a hen.

 Drawing and labeling of reproductive system of a hen.

Brief discussion.

 Chart –reproductive system of a hen. KLB BK III

Pgs 6-8

2

Breeding stock.

 State factors considered when selecting a breeding stock. Probing questions;

Discussion;

Exposition.

   KLB BK III

Pgs 9-10

3

Methods of selecting breeding  stock.

 

Identify methods of selecting breeding  stock.

 

 

 Exposition;

Brief discussion.

 

   KLB BK III

Pgs 11-12

4

Breeding.

 Give reasons for breeding.

Define terms related to  breeding.

 Probing questions;

Exposition of new concepts.

   KLB BK III

Pgs 12-16

3

1

 Breeding systems

Inbreeding.

 Give reasons for inbreeding.

State advantages and disadvantages of inbreeding.

 

 Probing questions;

Exposition of new concepts.

   KLB BK III

Pgs 17-18

2

Outbreeding.

 Give reasons for outbreeding.

State advantages and disadvantages of outbreeding.

 

 Exposition of new concepts;

Discussion.

   KLB BK III

Pgs 18-19

3

Signs of heat in livestock.

 Identify signs of heat in cattle, pigs and rabbits.

 

 

 Brain storming;

Brief discussion.

   KLB BK III

Pgs 19-20

4

Natural mating and artificial insemination.

 State advantages and disadvantages of natural mating.

State advantages and disadvantages of artificial insemination.

 

 

 Discussion with questioning. Chart – artificial vagina. KLB BK III

Pgs 20-23

4

1

Embryo transplant.

 State advantages and disadvantages of embryo transplant as a method of service. Exposition;

Brief discussion.

 

   KLB BK III

Pgs 23-24

2

Parturition.

 Identify signs of parturition in cows, sows and does. Brain storming;

Brief discussion.

Written exercise.

   KLB BK III

Pgs 24-25

3

LIVESTOCK REARING PRACTICES

 

Routine livestock rearing practices.

Feeding.

  

 

 

 

Define flushing and steaming up.

Give reasons for flushing and steaming up.

 

  

 

 

 

Exposition of new concepts;

Discussion.

  

 

 

 

 

  

 

 

 

 

KLB BK III

Pgs 27-28

4

Creep feeding.

 Describe creep feeding of piglets, lambs, kids and kindlings. Exposition of new concepts;

Probing questions;

Discussion.

   KLB BK III

Pgs 29-31

5

1

Vaccination.

 State properties of good vaccines.

Give examples of common vaccines.

 Exposition of new concepts;

Discussion.

   KLB BK III

Pgs 32-33

2

 Deworming & docking. Explain reasons for deworming & docking.

 

 Brain storming;

Brief discussion.

 

 Sample dewormers. KLB BK III

Pgs 33,36

3

Hoof trimming.

 Give reasons for hoof trimming.

Identify tools used in hoof trimming.

 Brain storming;

Brief discussion.

 

 Tools used in hoof trimming. KLB BK III

Pgs 36-38

4

Dusting, dipping and spraying.

 Give reasons for dusting, dipping and spraying. Brief discussion with questioning.   KLB BK III

Pgs 38-40

6

1

Breeding-related practices.

 Identify practices related to breeding. Exposition of new concepts;

Discussion.

   KLB BK III

Pgs 40-41

2

Identification of livestock.

 Give reasons for identifying animals.

Outline various methods of identification.

 Brain storming;

Brief discussion.

 

 Ear notching patterns. KLB BK III

Pgs 41-44

3

 Debeaking and tooth clipping. Give reasons for debeaking and tooth clipping. Q/A and brief discussion;

Practical activities.

 Debeaking and tooth clipping tools. KLB BK III

Pg 45

4

Culling.

 Give reasons for culling animals.

Cite basis of culling animals.

 Brain storming;

Brief discussion.

 

   KLB BK III

Pgs 45-46

7

1

Dehorning.

 Identify methods of dehorning.

Identify tools used for dehorning.

 

 Q/A and brief discussion;

Practical activities.

 Dehorning tools. KLB BK III

Pgs 47-48

2

Castration & caponisation.

 Give reasons for castrating animals.

Outline methods of castration / caponisation.

 

 

 Brain storming;

Brief discussion;

Practical activities.

 Tools used in castration. KLB BK III

Pgs 49-52

3,4

Management during parturition.

 Outline management practices during parturition in cattle, sheep, goats, pigs and rabbits.

Identify signs of farrowing.

 Brain storming;

Exposition;

Detailed discussion.

 

   KLB BK III

Pgs 52-56

8

1

       TEST

  

2

 BEE KEEPING

 

Importance of bee keeping.

Bee colony.

  

 

Outline importance of bee keeping.

Identify members of a bee colony.

  

 

Brain storming;

Detailed discussion.

 

   KLB BK III

Pgs 56-59

3

Life cycle of a bee.

 

Siting an apiary.

 Describe the life cycle of a bee

State factors considered when siting an apiary.

 Exposition,

Probing questions,

Brief discussion.

   KLB BK III

Pgs 59-60

4

 Types of hives

& stocking a hive.

 Identify types of hives.

Outline methods used to stock a hive.

 Brief discussion with questioning. K.T.B.H. KLB BK III

Pgs 60-65

9

1

 Bee management. Give reasons for feeding bees.

Identify  pests and diseases and their control.

 Brief discussion with questioning.   KLB BK III

Pgs 66-68

9

2

 Swarming of bees. Cite reasons for swarming of bees.

Identify proper practices for handling bees.

 Brain storming;

Discussion.

 Protective gear. KLB BK III

Pgs 68-69

3,4

Honey harvesting.

 

 

 

Honey processing.

 Describe honey harvesting process.

Identify equipment for honey harvesting.

Outline methods of honey extraction.

 Brief discussion;

Teacher demonstration-extracting honey

 

 Equipment for honey harvesting, & extraction.. KLB BK III

Pgs 70-72

10

1

FISH FARMING

 

Importance of fish.

 

Requirements for fish farming.

 

  

 

Outline importance of fish keeping.

Identify requirements for fish farming.

 

  

 

Brain storming;

Discussion.

  

 

 

Fish pond.

 KLB BK III

Pgs 72-73

2,3

 Stocking, feeding, cropping and harvesting. Outline practices for stocking, feeding, cropping and harvesting of fish. Brief discussion with probing questions. Fish pond. KLB BK III

Pgs 77-80

4

FARM STRUCTURES

 

Planning and siting farm structures.

  

 

Explain factors considered when planning and siting farm structures.

 

  

 

Brain storming;

Discussion.

    

 

KLB BK III

Pgs 83-84

11

1,2

Types of construction materials.

 Identify types of materials for construction. Brain storming;

Discussion.

   KLB BK III

Pgs 84-88

3

Farm buildings.

 State purpose of farm buildings.

Identify parts of a farm building.

 Q/A;

Brief discussion.

   KLB BK III

Pgs 89-93

4

Livestock structures.

 Give examples of farm livestock structures.

Identify parts of a cattle plunge dip/ spray race /milking shed.

 Brain storming;

Drawing diagrams;

Discussion.

 Chart – Parts of  plunge dip/ spray race /milking shed. KLB BK III

Pgs 94-99

12,

13

END OF  TERM  ONE  EXAMS

SCHEME OF WORK           FORM THREE AGRICULTURE             TERM  TWO    2011

WK

NO

L/

NO

TOPIC   /

SUBTOPIC

 LESSON / SPECIFIC
OBJECTIVES
 TEACHING / LEARNING
ACTIVITIES
  

MATERIALS

             /

RESOURCES

 REF. REM.

1

1

Livestock structures.

Zero grazing unit and calf pen.

 Identify structural requirements for zero grazing unit and calf pen. Brain storming;

Drawing diagrams;

Discussion.

 Zero grazing unit and calf pen. KLB BK III

Pgs 104-5

2

 Poultry house,  piggery unit & rabbit hutch. Identify structural requirements for poultry house & a piggery unit. Brain storming;

Drawing diagrams;

Discussion.

 Poultry house & a piggery unit. KLB BK III

Pgs 106-110

3

Fences.

 

 

 State advantages of a live fence over a wire fence.

Identify types of wire fences.

 

 Brain storming;

Discussion.

 Chart – Parts of wire fence KLB BK III

Pgs 124-130

4

Seedbeds, nursery structures, seed boxes & vegetative propagation units.

 Outline requirements for seedbeds, nursery structures, seed boxes & vegetative propagation units Brain storming;

Drawing diagrams;

Discussion.

 Seedbeds, nursery structures, seed boxes & vegetative propagation units KLB BK III

Pgs 130-138

2

1

AGRICULTURAL ECONOMICS II

 

Meaning of land tenure.

 

Communal land tenure.

  

 

 

Define the term land tenure.

 

State advantages and disadvantages of communal land tenure.

  

 

 

Exposition of new concepts;

Discussion.

    

 

 

KLB BK III

Pgs 140-2

2

Individual land tenure

 State advantages and disadvantages of individual owner operator, landlordism & tenancy. Exposition of new concepts;

Probing questions;

Discussion.

   KLB BK III

Pgs 142-4

2

3

 Land fragmentation. Outline factors related to land fragmentation.

Highlight effects related to land fragmentation.

 Exposition of new concepts;

Probing questions;

Discussion.

   KLB BK III

Pgs 144-7

4

 Land reforms. Discuss land consolidation, tenure reforms, adjudication and registration. Exposition of new concepts;

Probing questions;

Discussion.

   KLB BK III

Pgs 147-152

3

1

Development of settlement schemes in Kenya.

 Identify some settlement schemes in Kenya.

Outline requirements for settlement schemes to thrive in Kenya.

 Exposition of new concepts;

Brief discussion.

   KLB BK III

Pgs 152-7

2

SOIL AND WATER CONSERVATION

 

Soil erosion.

  

 

 

Outline factors influencing soil erosion.

Identify types of soil erosion.

  

 

 

Brain storming;

Brief discussion.

    

 

 

KLB BK III

Pgs 158-167

3

Effects of soil erosion & control measure.

 Highlight effects of soil erosion & measures of control. Brain storming;

Brief discussion.

   KLB BK III

Pgs 167-8

4

Mass wasting (solifluction)

 Identify types of mass wasting.

State effects of mass wasting.

 

 Brain storming;

Brief discussion.

   KLB BK III

Pgs 168-172

4

1

Methods of soil and water conservation.

 Outline methods of soil and water conservation. Brain storming;

Drawing diagrams;

Brief discussion.

   KLB BK III

Pgs 178-183

2

Types of terraces.

 Identify types of terraces. Observing terraces;

Drawing diagrams; brief discussion.

 Terraces. KLB BK III

Pgs 183-8

3

Harvesting water.

 Outline methods of harvesting water. Brain storming;

Brief discussion.

   KLB BK III

Pgs 188-190

4

WEEDS AND WEED CONTROL

 

Identification of common weeds.

  

 

 

Define a weed.

Identify common weeds.

  

 

 

Drawing Illustrative  diagrams;

Weed mounting;

 

  

 

 

Common weeds.

  

 

 

KLB BK III

Pgs 192-199

5

1

Effects of weeds.

 Highlight harmful effects of weeds.

Highlight benefits of weeds.

 Brain storming;

Brief discussion.

 Useful and harmful weeds. KLB BK III

Pgs 200-2

2

Chemical weed control.

 Outline ways in which chemicals affect crops.

Classify herbicides.

 Expository and descriptive approaches. Common herbicides. KLB BK III

Pgs 203-4

3

Selectivity and effectiveness of herbicides.

 Outline factors affecting selectivity and effectiveness of herbicides. Expository and descriptive approaches.   KLB BK III

Pgs 205-6

4

 Herbicides and the environment. Highlight precautions observed when handling herbicides.

Discuss effects of herbicides on the environment.

 

 

 Brain storming;

Brief discussion.

   KLB BK III

Pgs 208-9

6

1

 Mechanical weed control. State advantages of tillage as a method of weed eradication. Brain storming;

Brief discussion.

   KLB BK III

Pgs 209-210

2

 Cultural  biological & legislative methods of weed control. Identify some cultural and biological ways of controlling weeds.

Define legislative method of weed control.

 Q/A & brief discussion.   KLB BK III

Pgs 210-1

3,4

 C.A.T  & MID-TERM BREAK  

 

7

1

CROP PESTS AND DISEASES

 

Effects of crop pests.

 

Classification of pests.

  

 

 

State harmful effects of crop pests.

 

Outline criteria for classifying pests.

  

 

 

Brain storming;

Exposition of new concepts.

    

 

 

KLB BK III

Pgs 213-4

2

Field insect pests.

 Identify common field insect pests. Examining some insect pests.

Identifying parts of crops attacked.

 Common field insect pests,

Infested crops.

 KLB BK III

Pgs 214-8

3

Piercing and sucking pests.

 Identify common piercing and sucking pests. Examining some piercing and sucking pests.

Identifying parts of crops attacked.

 Common Piercing and sucking pests.

Infested crops.

 KLB BK III

Pgs 218-221

4

Other field pests.

 Describe harmful effects caused by nematodes, mites, rodents and birds. Brain storming;

Brief discussion.

   KLB BK III

Pgs 221-3

8

1

Storage pests.

 Identify common storage pests. Examining storage pests.

Identifying parts of crops attacked.

 Storage pests, infested cereals. KLB BK III

Pgs 224-6

2

Crop pest control.

 Outline methods for controlling pests. Brain storming;

Brief discussion.

   KLB BK III

Pgs 226-30
3

Pesticides.

 

 

 

 

 

 Outline criteria for classifying pesticides.

Highlight factors affecting effectiveness of a pesticide. State advantages of using pesticides.

 

 Exposition, detailed discussion.   KLB BK III

Pgs 230-2
4 Biological pest control.

 

Effects of diseases.

 State advantages of using biological pest control.

 

Identify effects of crop diseases.

 Brain storming;

Exposition;

Brief discussion.

 Crop parts infected with diseases. KLB BK III

Pgs 233-4

9

 1 Fungal diseases. Highlight harmful effects of diseases.

Identify some fungal diseases.

 Expository and descriptive approaches. Crops affected by fungal diseases. KLB BK III

Pgs 234-7

2

 Viral diseases. Identify some viral diseases. Expository and descriptive approaches. Crops affected by viral diseases. KLB BK III

Pg  237

3

 

4

Bacterial diseases.

 

Nutritional disorders.

 Identify some bacterial diseases.

Identify nutritional disorders of crops.

 Expository and descriptive approaches.

Q/A to review nutritional disorders of crops.

 Crops affected by bacterial  diseases. KLB BK III

Pg  238-9

10

1

Control of crop diseases.

 Highlight methods of controlling crop diseases. Brain storming;

Brief discussion,

Answer review questions.

   KLB BK III

Pg  239-240

 

 

 

 

2

 

 

 

3

 

 

 

 

CROP PRODUCTION VI FIELD PRACTICES II

MAIZE

 

Ecological requirements.

 

 

Describe land preparation

 

 By the end of the lesson, the learner should be able to:

 

 

Outline the ecological requirements of maize.

Identify some varieties of maize.

Describe land preparation for maize establishment.

 

  

 

 

 

 

Brain storming;

Probing questions;

Brief discussion.

 

 

 

  

 

 

 

 

 

School farm.

  

 

 

 

 

 

KLB BK III

Pg  242-5

4

 Field operations. Describe field operations on a maize stand. Q/A on spacing of crops and fertilizer application;

Brief discussion.

 School farm. KLB BK III

Pg  245-6

11

1

Pest control & Disease control.

 Identify field and storage pests that attack maize. Identify  diseases that attack maize Brain storming;

Probing questions;

Brief discussion.

 

 Infested maize. KLB BK III

Pg  246-9

2

 Harvesting, storage and marketing of maize. Describe harvesting, storage and marketing of maize. Brief discussion with oral questioning.   KLB BK III

Pg  249-250

 

11

3

FINGER MILLET

 

Ecological requirements and preparation for planting materials.

 

 Outline the ecological requirements of finger millet.

Identify some varieties of finger millet.

 

 Discussion;

Probing questions.

 Finger millet. KLB BK III

Pg  250-2

4

Field operations, pest and disease control.

 Discuss field operations, pest and disease control. Examine millet attacked by pests / diseases.

Discussion.

 

 

 Millet attacked by pests / diseases.

 

 KLB BK III

Pg  254-5

12,

13

END  OF  TERM  TWO  EXAMS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SCHEME OF WORK           FORM THREE AGRICULTURE             TERM  THREE  2011

WK

NO

L/

NO

TOPIC   /

SUBTOPIC

 LESSON / SPECIFIC
OBJECTIVES
 TEACHING / LEARNING
ACTIVITIES
  

MATERIALS

             /

RESOURCES

 REF. REM.

1

1,2

 SORGHUM

Ecological requirements and preparation for planting materials.

 Outline the ecological requirements of sorghum.

Identify some varieties of finger millet.

Describe selection and preparation of planting materials.

 

 Discussion;

Exposition;

Probing questions.

 Finger millet. KLB BK III

Pg  250-2

3,4

Field operations, pest and disease control.

 Discuss field operations, pest and disease control. Examine sorghum attacked by  pests / diseases.

Discussion.

 Sorghum attacked by pests / diseases.

 

 KLB BK III

Pg  255-9

2

1

BEANS

 

Ecological requirements and preparation for planting materials.

 Outline the ecological requirements for beans.

Identify some varieties of beans.

 

 Exposition and probing questions.   KLB BK III

Pg  260-1

2

Field operations, pest and disease control & harvesting of beans.

 Discuss field operations, pest and disease control. Examine beans attacked by  pests / diseases.

Brain storming;

Discussion.

 

 Bean plants attacked by pests / diseases.

 

 KLB BK III

Pg  261-3

3

 RICE

Ecological requirements and preparation for planting materials.

 Outline the ecological requirements for beans.

Identify some varieties of rice.

 

 Exposition and probing questions.   KLB BK III

Pg  260-1

4

Field operations, pest and disease control & harvesting of rice.

 Discuss field operations, pest and disease control. Brain storming;

Discussion.

 

 Bean plants attacked by pests / diseases.

 

 KLB BK III

Pg  261-3

3

1

Harvesting pyrethrum.

 Describe harvesting of pyrethrum. Exposition and probing questions. Pyrethrum shrubs .KLB BK III

Pg  265

2

Harvesting sugarcane.

 Describe harvesting of sugarcane. Exposition and probing questions. Pyrethrum shrubs .KLB BK III

Pg  265

3

Harvesting coffee and tea.

 Describe harvesting of coffee and tea. Brain storming;

Exposition and probing questions.

 Pyrethrum shrubs .KLB BK III

Pg  265-8

4

FORAGE CROPS

 

Pasture classification.

  

 

Outline criteria for classifying pastures.

  

 

Exposition and probing questions.

  

 

Common types of grass.

  

 

KLB BK III

Pg  269-271

4

1

Pasture establishment.

 Outline methods of sowing pasture crop.

Describe field practices for pasture establishment.

 Brain storming,

Discussion.

   KLB BK III

Pg  272-4

2

Weed control and top dressing.

 Cite reasons for weed control.

Cite reasons for topdressing.

 

 Brain storming,

Discussion.

   KLB BK III

Pg  274-6

3

Pasture utilization.

 State effects of early  / late defoliation.

 

 Probing questions;

Exposition;

Discussion.

   KLB BK III

Pg  277-8

4

Rotational grazing systems.

 State advantages of rotational grazing systems. Brain storming, discussion on paddocking, strip grazing, tethering.   KLB BK III

Pg  280-2

5

1

Zero grazing / stall feeding.

 State advantages of zero grazing / stall feeding. Brain storming;

Discussion

   KLB BK III

Pg  283

2

 Napier grass.

 

 

 Outline the ecological requirements for napier grass.

Describe establishment of  napier grass.

 Expository and descriptive approaches. Napier grass strands. KLB BK III

Pg  283-7

3,4

Guatemala.

 Outline the ecological requirements for Guatemala.

Describe establishment of  Guatemala.

 Brain storming;

Discussion

 Guatemala strands. KLB BK III

Pg  287-292

6

1,2

Kenya white clover.

 Outline the ecological requirements for Kenya white clover.

Describe establishment of  Kenya white clover..

 Brain storming;

Discussion

 Kenya white clover strands. KLB BK III

Pg  295

3,4

Lucerne & desmodium.

 Outline the ecological requirements for Lucerne / desmodium.

Describe establishment of  Lucerne / desmodium.

 Q/A & brief discussion;

Exposition.

 Lucerne strands. KLB BK III

Pg

7

1,2

FORAGE CONSERVATION

 Cite reasons for conserving forge.

Outline methods of conserving forage.

 

 Discussion on hay / silage  making and silos.   KLB BK III

Pg  299-302

3,4

 TEST & MID TERM BREAK  

8

1

Principles of conservation.

 Discuss the principles of conservation of forage.

State characteristics of quality silage.

 Brief discussion with exposition of new concepts.   KLB BK III

Pg  304-5

2

Silage requirements in dry matter.

 Calculate silage requirements in dry matter. Exposition, calculations. Calculators. KLB BK III

Pg  305-6

3,

4

LIVESTOCK HEALTH III

 

Observable conditions of livestock.

&

Disease predisposing factors.

 

 

  

 

 

Identify conditions that help in observing disease symptoms.

 

Identify some disease predisposing factors

  

 

 

Brain storming,

Q/A to review disease and health.

Discussion.

 

    

 

 

KLB BK III

Pg  308-9

9

1,2

Terms related to livestock diseases.

 Define the terms incubation period, mortality, natural and artificial immunity.

 

 Probing questions;

Brief discussion.

   KLB BK III

Pg  309-310

3,4

Protozoan diseases.

 Give examples of  protozoan diseases.

Identify symptoms of specific  diseases.

Cite control measures.

 Discussion on ECF, anaplsmolysis, nagana, coccidiosis.   KLB BK III

Pg  311-2

10

1,2

Bacterial diseases.

 Give examples of  bacterial diseases.

Identify symptoms of specific  diseases.

Cite control measures.

Identify animals affected by bacterial diseases.

 Discussion on mastitis. Foot rot, contagious abortion, black quarter, scours, anthrax, pneumonia.   KLB BK III

Pg  314-325

3,4

Viral diseases.

 Give examples of viral diseases.

Identify symptoms of specific  diseases.

Cite control measures.

Identify animals affected by viral  diseases.

 Discussion on rinderpest, Newcastle, gumboro, foot and mouth disease, fowl pox.   KLB BK III

Pg  325-330

11

1

Nutritional disorders.

-Milk fever.

 Cite symptoms of milk fever.

Explain control and treatment of milk fever.

 Brain storming;

Brief discussion.

   KLB BK III

Pg  330-2

2

– Bloat.

 Cite symptoms of milk fever.

Explain control and treatment of milk fever.

 Brain storming;

Brief discussion.

   KLB BK III

Pg  332-3

3,4

 REVIEW QUESTIONS  

12,

13

 END  OF  YEAR  EXAMS

 

KNEC News Portal

Migingo Girls’ High School 2021/2022 KCSE Results Analysis, Grade Count

Migingo Girls’ High School 2021/2022 KCSE Results Analysis, Grade Count

The School recorded an impressive result in the 2021 KCSE exams. Below is the full analysis of the school’s KCSE 2021/2022 performance.

Get to see the school’s mean grade, grade count analysis and number of students who qualified for university degree courses.

HERE IS THE SCHOOL’S 2021/2022 KCSE RESULTS ANALYSIS IN FULL

GRADE ENTRY A A- B+ B B- C+ C C- D+ D D- E X Y U P W 2,021 2,020 Dev
2021/20
NO OF CANDIDATES 224 0 0 1 3 7 23 67 67 40 10 2 0 4 0 0 0 0 5.386 5.712 -0.33
UNIVERSITY DIRECT ENTRY 34                               . .      
TOTAL CANDIDATES 224                               . .      
% DIRECT ENTRY 15.17857                               . .      
Knec Schools Exams Portal

Kangema High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kangema High School is a public Boys’ Extra-County Level Boarding School that is located at Kangema Subcounty in Murang’a County of Central Region, Kenya. The School’s Official Phone Number Contact is: (+254)0720368441 .

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Kiambu.

Subcounty: Kiambaa.

School Type/ Ownership: A Public School.

Nature os School/ CBE Level: Senior School (SS).

Category: Regular School

School’s Official Name: Kangema High School 

Sex: Boys’ School.

School Cluster/ Level: Extra-County School whose Classification is C2.

Accomodation Type: Boarding School.

Knec Code:  10229101

School’s Official Phone Number:  0720368441 

Total Number of Subjects Combinations Offered at the School: 28

Subject Combinations Offered at Kangema High School

View all available subject combinations at this school

SOCIAL SCIENCES

10
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2061
Business Studies,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2024
Computer Studies,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2056
Advanced Mathematics,Business Studies,Geography
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2100
Business Studies,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2069
Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2064
Christian Religious Education,Computer Studies,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2018
Fasihi ya Kiswahili,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2109
Business Studies,Christian Religious Education,Fasihi ya Kiswahili
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2097
Business Studies,French,History & Citizenship
3 SubjectsSOCIAL SCIENCES

ARTS & SPORTS SCIENCE

1
SPORTSCode: AS2011
Biology,History & Citizenship,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE

STEM

17
APPLIED SCIENCESCode: ST2067
Agriculture,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2075
Agriculture,Geography,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2097
Biology,Business Studies,Computer Studies
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2077
Advanced Mathematics,Business Studies,Computer Studies
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2040
Advanced Mathematics,Biology,Geography
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2059
Agriculture,Chemistry,Computer Studies
3 SubjectsSTEM
PURE SCIENCESCode: ST1016
Advanced Mathematics,Chemistry,Geography
3 SubjectsSTEM
PURE SCIENCESCode: ST1022
Advanced Mathematics,Chemistry,Wood Work
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3038
Business Studies,Physics,Wood Work
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2009
Business Studies,Computer Studies,Wood Work
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2047
Agriculture,Business Studies,Computer Studies
3 SubjectsSTEM
PURE SCIENCESCode: ST1034
Advanced Mathematics,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2078
Agriculture,Geography,Wood Work
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3027
Biology,Business Studies,Wood Work
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3071
Geography,Physics,Wood Work
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3055
Biology,Geography,Wood Work
3 SubjectsSTEM

📍 School Information

For more information about admission requirements, facilities, and application procedures, contact the school directly.

How to Select Grade 10 Subjects and schools

To select Grade 10 schools and subjects under the Competency-Based Curriculum (CBC) in Kenya, Grade 9 learners should first choose a career pathway (STEM, Social Sciences, or Arts & Sports Science). Then, they’ll select three subject combinations within that pathway and finally, choose four schools for each combination, totaling 12 schools. To select preferred Grade 10 Schools and Subject Combinations, use the Ministry of Education portal selection.education.go.ke.

1. How you can Choose a Career Pathway:

  • Identify your interests and potential career aspirations.
  • Select one of the three pathways: STEM, Social Sciences, or Arts & Sports Science.
  • Confirm your choice to proceed with the pathway.

2. Select Subject Combinations:

  • The portal will provide you with a list of subject combinations available within your chosen pathway.
  • Choose three subject combinations that align with your interests and strengths.

3. Select Preferred Senior Schools:

  • For each subject combination, select four schools from the available clusters.
  • This ensures a diverse range of options and equal representation from different categories of schools.
  • A total of 12 schools will be selected: 4 for the first subject combination, 4 for the second, and 4 for the third.

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

West Pokot County Senior Schools.

Wajir County Senior Schools

Vihiga County Senior Schools

Uasin Gishu County Senior Schools

Turkana County Senior Schools

Trans-Nzoia County Senior Schools

Tharaka Nithi County Senior Schools

Tana River County Senior Schools

Taita Taveta County Senior Schools

Siaya County Senior Schools

Samburu County Senior Schools

Nyeri County Senior Schools

Nyandarua County Senior Schools

Nyamira County Senior Schools

Narok County Senior Schools

Nandi County Senior Schools

Nakuru County Senior Schools

Nairobi County Senior Schools

Murang’a County Senior Schools

Mombasa County Senior Schools

Migori County Senior Schools

Meru County Senior Schools

Marsabit County Senior Schools

LMandera County Senior Schools

Makueni County Senior Schools

Machakos County Senior Schools

Lamu County Senior Schools

Laikipia County Senior Schools

Kwale County Senior Schools

Kitui County Senior Schools

Kisumu County Senior Schools

Kisii County Senior Schools

Kirinyaga County Senior Schools

Kilifi County Senior Schools

Kiambu County Senior Schools

Kericho County Senior Schools

Kakamega County Senior Schools

Kajiado County Senior Schools

Isiolo County Senior Schools

Homa Bay County Senior Schools

Garissa County Senior Schools

Embu County Senior Schools

Elgeyo-Marakwet County Senior Schools

Busia County Senior Schools

Bungoma County  Senior Schools

Baringo County Senior Schools

List of all Senior Schools in Bomet County

Nyamira County best, top secondary schools; Indepth analysis

Senior School Subjects and Pathways selection Form.
Senior School Subjects and Pathways selection Form.

Senior School Selection Form educationnewshub.co.ke

Universities & Colleges information

Maseno University Education Degree New School Fees, Admission Letters

MASENO UNIVERSITY NEW FEES STRUCTURE FOR EDUCATION STUDENTS

FEE STRUCTURE FOR BACHELOR OF EDUCATION SCIENCE WITH IT

ITEM PER UNIT COST
SEMESTER ONE  
Tuition Fee 109,300
Other charges 0
Examination Fees 2,000
Activity Fee 1,200
Medical Fee 3,500
Registration Fee 750
Student ID Card 1,000
SOMU Subscription 1,000
Computer Fees 5,000
Library Fees 1,000
Maintenance Fees 1,000
Quality Assurance Fee 1,000
Placement Fee 1,500
Internet Connectivity 1,000
Total                                128,950
   
SEMESTER TWO  
Tuition Fee 109,300
Registration Fee 750
Examination Fee 2,000
Maintenance Fee 1,000
Library Fee                                                          1,000
Amenity Fee 1,000
Internet Connectivity 1,000
Total 116,050
TOTAL PER YEAR 245,000

 

Accommodation per Semester (Ksh.)

  • Superior rooms – 24,000 Per Academic Year
  • Standard rooms –           14,000 Per Academic Year

Payment of Fees

Equity Bank Acc. No. 1120297065141, Luanda or any other branch countrywide

TSC News Portal

TSC 2022/2023 Junior Secondary Advertised Teacher Slots and Subject Combinations Per County (Kajiado)

TSC RECRUITMENT OF TEACHERS FOR JUNIOR SECONDARY SCHOOLS

DISTRIBUTION OF INTERNSHIP AND PERMANENT & PENSIONABLE (P&P) POSTS

TSC 2022/2023 Junior Secondary Advertised Teacher Slots and Subject Combinations Per County (Kajiado)

S/NO. COUNTY SUBJECT COMBINATION NO. OF
POSTS ON
P&P		 NO. OF
INTERNSHIP POSTS		 TOTAL NO. OF
POSTS DECLARED
10 KAJIADO KISW/CRE 26 63 89
ENGLISH/……. 25 59 84
HIST/CRE 21 51 72
KISW/HIST 21 51 72
BST/…………. 15 35 50
MATHS/PHYSICS 10 24 34
MATHS/CHEM 8 20 28
BIO/CHEM 7 18 25
KISW/GEO 7 16 23
AGRI/………….. 6 13 19
MATHS/GEO 4 8 12
GEO/CRE 3 6 9
MATHS/BIO 2 4 6
COMP/……….. 2 4 6
CHEM/PHYSICS 2 4 6
HOMESCIENCE/………… 1 2 3
GEO/HIST 1 2 3
PE/…….. 1 1 2
KISW/IRE 1 1 2
FRENCH/……. 0 1 1
HIST/IRE 0 1 1
BIO/GEO 0 1 1
KISW/MATHEMATICS 0 1 1
IRE/ARAB 0 1 1
KSL/………….. 0 1 1
FINE ARTS/……….. 0 1 1
GERMAN/…….. 0 1 1
TOTAL 163 390 553
KNEC News Portal, Knec Schools Exams Portal

County Secondary Schools in Machakos County; School KNEC Code, Type, Cluster, and Category

County Schools in Kenya form the third tier of secondary schools; after National and Extra County schools, respectively. The schools admit students from majorly within the country. Admissions to these schools is done online by the Ministry of Education.These schools are in 3 Categories i.e category 1 (C1), Category 2 (C2) and Category 3 (C3). The Schools are either of Mixed or single sex type.

Here are the County Schools in Machakos County:

School  Code School NameCategoryType
12301707KATOLONI SECONDARY SCHOOLCountyMixed
12301711 KYANGULI MEMORIAL SECONDARY SCHOOLCountyMixed
12301713MUVUTI SECONDARY SCHOOLCountyBoys
12301718KWANTHANZE AIC SECONDARY SCHOOLCountyMixed
12301719MIKUINI SECONDARY SCHOOLCountyMixed
12301722MUINDI MBINGU SECONDARY SCHOOLCountyBoys
12301724ABC IVETI HILLS SECONDARY SCHOOLCountyMixed
12301795KATELEMBO CENTRE OF EXECELLENCE BOYS HIGHCountyBoys
12314102MIU BOYS SECONDARY SCHOOLCountyBoys
12314105KYETHIVO GIRLS’ SECONDARY SCHOOLCountyGirls
12314108MAKUTANO SECONDARY SCHOOLCountyMixed
12314109IKALAASA SECONDARY SCHOOLCountyMixed
12314111KIBAUNI SECONDARY SCHOOLCountyMixed
12314112   KIUNDWANI SECONDARY SCHOOLCountyMixed
12314202MBAIKINI BOYS HIGH SCHOOLCountyBoys
12314204MWALA SCHOOLCountyBoys
12314205LEMA GIRLS’ SECONDARY SCHOOLCountyGirls
12314206ST. TERESA MWALA GIRLS’ HIGH SCHOOLCountyGirls
12314208A.I.C. KUNIKILA SECONDARY SCHOOLCountyMixed
12314210BISHOP NDINGI HIGH SCHOOLCountyMixed
12314212MULU SECONDARY SCHOOLCountyMixed
12315501MAKIVENZI SECONDARY SCHOOLCountyGirls
12315504NDALANI SECONDARY SCHOOLCountyMixed
12315505MATUU HGM MEMORIAL GIRLS HIGH SCHOOLCountyGirls
12315506MAVOLONI SECONDARY SCHOOLCountyMixed
12315507KITHIMANI HGM SECONDARY SCHOOLCountyMixed
12315512KIVANDINI SECONDARY SCHOOLCountyMixed
12315601KATANGI SECONDARY SCHOOLCountyBoys
12315605IKOMBE SECONDARY SCHOOLCountyMixed
12315608FR. MAKEWA HIGH SCHOOLCountyMixed
12315610NGUMBULU SECONDARY SCHOOLCountyMixed
12315612BISHOP PAUL MUTUA HIGH SCHOOLCountyMixed
12315618GOOD HOPE HIGH SCHOOL – KILAATUCountyMixed
12316103MANYATTA SECONDARY SCHOOLCountyMixed
12316105KAWETHEI S.A GIRLS SECONDARY SCHOOLCountyGirls
12316106ST. MARTIN’S KITWII SECONDARY SCHOOLCountyMixed
12316119KYENI HIGH SCHOOL MIXED DAY & BOARDINGCountyMixed
12316127MUISUNI GIRLS SECONDARY SCHOOLCountyGirls
12329101MITABONI ABC GIRLS SECONDARY SCHOOLCountyGirls
12329102MITABONI HIGH SCHOOLCountyBoys
12329104KALILUNI GIRLS’ SECONDARY SCHOOLCountyGirls
12330135LUKENYA GIRLS CENTRE OF EXCELLENCECountyGirls
12343303KIVAA SECONDARY SCHOOLCountyMixed
12343315KITHYOKO SECONDARY SCHOOLCountyMixed
12345502KINYUI BOYS SECONDARY SCHOOLCountyBoys
12345505KINYUI GIRLS SA SECONDARY SCHOOLCountyGirls
12345507KATWANYAA SECONDARY SCHOOLCountyMixed
12345509FR. HEERAN SECONDARY SCHOOLCountyGirls
12345514KISUKIONI SECONDARY SCHOOLCountyMixed
12363101MUUMANDU SECONDARY SCHOOLCountyMixed
12363105KONZA ABC SECONDARY SCHOOLCountyMixed
12363107KIMUTWA SECONDARY SCHOOLCountyMixed
12363110  AIC MBEMBANI CENTRAL SECONDARY SCHOOLCountyMixed
12363205MBUANI SECONDARY SCHOOLCountyMixed
12363209KIUU SECONDARY SCHOOLCountyMixed
12363304KALAMA SECONDARY SCHOOLCountyMixed
12363305KYANGALA SECONDARY SCHOOLCountyBoys
12363306KYANGALA GIRL’S SECONDARY SCHOOLCountyGirls
12363309MBUKUNI SECONDARY SCHOOLCountyMixed
12363311 MANG’AUNI SECONDARY SCHOOLCountyMixed

More reading on TSC matters;

KNEC News Portal, Knec Schools Exams Portal

Kiaragana Girls Secondary School’s KCSE Results, KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary

Kiaragana Girls Secondary School is a Girls’ only high School that is located in Ndia close to Karatina Town, Ndia Constituency in Kirinyaga County; within the Central Region of Kenya. Get to know the school’s KCSE Results, KNEC Code, contacts, Admissions, physical location, directions, history, Form one selection criteria, School Fees and Uniforms. Also find a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.

 For all details about other schools in Kenya, please visit the link below;

KIARAGANA GIRLS SECONDARY SCHOOL’S KCSE RESULTS

Individual candidates can check their KCSE results by sending an SMS with their full index number (11digits) followed by the word KCSE. The SMS can be sent from any subscriber’s line (Safaricom, Airtel or any other) to 20076. For example, send the SMS in the format 23467847002KCSE to 20076. There should be no space left between the index number and the word KCSE.

One can also download the whole school’s KCSE results by Visiting the Official KNEC exams portal; https://www.knec-portal.ac.ke/.  This one requires the school’s log in credentials.

Finally, candidates can visit the school for their results. This is usually a day after the results have been released. It is important that you check your result slip to ensure there are no errors on it. Be keen to see that details such as your name, index number and sex are accurate. In case of any discrepancy, please notify your principal or KNEC immediately for correction.

KIARAGANA GIRLS SECONDARY SCHOOL’S KCSE PERFORMANCE ANALYSIS/ GRADES COUNT

The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school posted good results to rank among the best schools in the County. This is how and where you can receive the KCSE results.

Here is a list of the KCSE 2019 best 10 schools in Kirinyaga County: 

Pos in County School KCSE 2019 Mean County Pos Nationally
1 Baricho High 8.8  Kirinyaga 35
2 Kabare Girls 8.4  Kirinyaga 56
3 Mutira Girls 8.3  Kirinyaga 64
4 Kianyaga 7.7  Kirinyaga 108
5 Ngiriambu High 7.5  Kirinyaga 124
6 Kerugoya Girls 7.4  Kirinyaga 135
7 Kerugoya Boys 7  Kirinyaga 175

 

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KIARAGANA GIRLS SECONDARY SCHOOL’S BASIC INFO & CONTACTS AT A GLANCE

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications. Here is a collation of the school’s basic details:

  • SCHOOL’S NAME: Kiaragana Girls Secondary School
  • SCHOOL’S TYPE: Girls’ only boarding school
  • SCHOOL’S CATEGORY: Extra County school.
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S KNEC CODE: 09223105
  • SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
  • SCHOOL’S PHONE CONTACT:
  • SCHOOL’S POSTAL ADDRESS: P.O. Box 414 – 10101 Karatina, Kenya
  • SCHOOL’S EMAIL ADDRESS:
  • SCHOOL’S WEBSITE:
KIARAGANA GIRLS SECONDARY SCHOOL’S BRIEF HISTORY

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;

Here are links to the most important news portals:

KIARAGANA GIRLS SECONDARY SCHOOL’S VISION
KIARAGANA GIRLS SECONDARY SCHOOL’S MISSION
KIARAGANA GIRLS SECONDARY SCHOOL’S MOTTO
KIARAGANA GIRLS SECONDARY SCHOOL’S FORM ONE SELECTION CRITERIA & ADMISSIONS

Being a public school, form one admissions are done by the Ministry of Education. Vacancies are available on competitive basis. Those seeking admissions can though directly contact the school or pay a visit for further guidelines.

You have been selected to join form one at high school? Well. Congratulations. In case you need to see your admission letter, then click on this link to download it; Official Form one admission letter download portal.

Also read;
BEST LINKS TO TSC SERVICES & DOCUMENTS; ONLINE

 For all details about other schools in Kenya, please visit the link below;

KIARAGANA GIRLS SECONDARY SCHOOL’S PHOTO GALLERY

Planning to pay the school a visit? Below are some of the lovely scenes you will experience.

KIARAGANA GIRLS SECONDARY SCHOOL

KIARAGANA GIRLS SECONDARY SCHOOL

KIARAGANA GIRLS SECONDARY SCHOOL

KIARAGANA GIRLS SECONDARY SCHOOL

KIARAGANA GIRLS SECONDARY SCHOOL

Thanks for reading this article. Once again, remember to subscribe for timely news feeds. Thanks.

Also read:

SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION

For a complete guide to all universities and Colleges in the country (including their courses, requirements, contacts, portals, fees, admission lists and letters) visit the following, sponsored link:

SPONSORED IMPORTANT LINKS:
Teachers' Resources

BIOLOGY FORM 3 END TERM EXAMS PLUS ANSWERS FREE

Name____________________________________Class_______________AdmNo:__________

Date__________________________________________Sign_______________

END OF TERM EXAMINATION

FORM THREE

 

BIOLOGY

TIME: 2 HOURS

INSTRUCTION TO THE CANDIDATES.

  • Write your name and admission number in the spaces provided
  • Sign and write the date of examination in the spaces provided
  • Answer all questions in section A and In section C, answer questions 11 (compulsory) and either 12 or 13 in the spaces provided.
  • Answer all the questions in the spaces provided.
  • Candidates should answer all the questions in English.

FOR EXAMINERS USE ONLY

Question/section Maximum score Candidates score
Section A 40

 

  
Section B 40

 

  
Total score 80

 

 

  

 

SECTION A:                                                                                                                                       (34MKS)

Answer all the questions

  1. a) What is transpiration                                                                                                                     1mk

………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. b) Give the importance of transpiration in green plants                         3mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Name three mechanisms that hinder self-fertilization in green plants                                             3mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Name two classes of phylum Arthropoda that has cephalothorax                                                    2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. a) Give two roles of testes in humans                                                                                                2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. b) Name two organs that produce the hormone progesterone in female                         2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. a) Give two reasons why an electron microscope cannot be used to view live specimens                   2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

  1. b) State the function of eye piece tube in a light microscope                         1mk

………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Name the organelle that is involved in each of the following                                                          2mks
  1. manufacture of lipids

…………………………………………………………………………………….

  1. formation of lysosomes

………………………………………………………………………………………………………………

 

 

 

Process X

 

 

Large fat droplets                                                        small fat droplets

 

  1. a) Name process X                                                                                                                 1mk

 

………………………………………………………………………………………………………………………

  1. State the significance of the process named above       2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. State the use of the following apparatus used in collection of specimens.                          3mks
  1. pooter…………………………………………………………………………………………………………………………………………………………………………………………………………..
  2. Baittrap

……………………………………………………………………………………………………………………………………………………………………………………………………..

  1. Fishnet

……………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. The diagram below shows how gaseous exchange occurs across the gills of a fish
  1. According to the diagram, water and blood flows in opposite directions across the gills
  2. Give the term used to describe the flow                                                               1mk

……………………………………………………………………………………..

  1. Explain the advantage of the flow named above             2mks

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………..

  1. What difference would be observed if water and blood flowed across the gills in the same direction 2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. ………………………………………………………

  1. Name two organs in man which displays the flow system named in a) i) above                                      2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

  1. How are the gill rakers found in the gills of a fish adapted to perform their function                         1mk

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

  1. The temperature of a person was taken before during and after bath. The results are shown in the graph below

 

 

 

37

36                         Before                                                after

Temps                                                                     during

 

35

Time in minutes

 

  1. Explain why the temperature decreased during the bath                                                               3mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. What changes occurred in the skin that enabled the body temperatures to return back to normal .4mks

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Name the specific part of human brain that controls body temperature                                        1mk

………………………………………………………………………………………………..

 

 

 

 

 

 

SECTION B : Answer question 11(compulsory) and either Question 12 or 13.

  1. In an experiment, a mixture of starch and salivary amylase solution was uniformly mixed in a beaker. 5ml of the mixture was drawn using a syringe and transferred into a visking tubing after which both ends were tightly tied ensuring there is no leakages. Six such viskingtubings were prepared. They were rinsed with distilled water on the outside then transferred at once to water bath maintained at 370c in a beaker. From time 0 and every 5 minutes interval, one visking tubing was removed from the water bath and analyzed for starch. At the same time, the contents of the water bath in the beaker were also analyzed for reducing sugars for each time intervals.

The table below shows the results

 

Timer in minutes Concentration of the food substances
  Starch in the visking tubing mg\L Simple sugars in the beaker mg/L
0 100

 

 0
5 92

 

 8
10 66

 

 34
15 36

 

 64
20 16

 

 84
25 8

 

 88

 

 

 

 

 

  1. Using a suitable scale represent the data on the grid provided below 8mks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. At what time was there an equal concentration of starch and simple sugars    1mk

…………………………………………………………………………………….

  • Using the graph paper indicate the times when the concentrations of starch and simple sugars were 70mg/L                                                             2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Why was the temperature maintained at 370c                         2mks

………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Name the enzyme that was used in the experiment                   1mk

……………………………………………………………………….……………………………

  1. State and explain the results that will be observed if the water in the beaker was tested for starch 3mks

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. What are the digestive roles of saliva in the mouth                                                                  3mks

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

  1. a) Describe the structural features of the leaves that decreases the rate of transpiration in plants     10mks

 

  1. b) Describe the mechanism of transport of carbon IV oxide in the mammalian blood             10mks
  2. a) What is pollution                2mks
  3. b) Describe various causes and effects of air pollution and for each cause state its control method

18mks

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 EXAM MARKING SCHEME

231/1

MARKING SCHEME

  1. a) transpiration is the process by which plants lose water inform of water vapor to the atmosphere through the stomata or lenticels.
  2. b)
  • brings about turgor in plants
  • helps to remove excess water especially to the aquatic plants
  • serves to cool plants in hot environment
  • helps in transport of mineral salts/ions and water in the plant
  • protandry
  • progyny
  • heterostyly
  • monoecious/ dioecius
  • incompatibility/self sterility
  • arachnida
  • crustacea
  1. a)
  • secretion of androgens/testosterone rej. Hormone
  • manufacture of sperms/male gametes rej. Gamete alone
  1. b)
  • ovary
  • placenta
  1. a)
  • specimen is mounted in a vacuum
  • specimen is illuminated by beam of electrons which would kill cells
  • dyes used are obtained from heavy metals which are toxic to cells
  1. b)
  • hold the eye piece lens( in position)

 

  1. a) smooth endoplasmic reticulum
  2. b) golgi bodies /apparatus
  3. a) emulsification
  4. b) used to increase surface area for enzymatic activity
  5. a) used for sucking small animals from rock surfaces or bark of trees eg ants
  6. b) for attracting and trapping small animals eg rats
  7. c) used for trapping small fish and other small aquatic aninmalseg crabs
  8. a) i) counter current flow
  9. ii) it maintains a steep concentration gradient hence increases the efficiency of oxygenation of the blood as well as diffusion of carbon iv oxide from the blood to water,.
  10. b) the diffusion gradient would be low leading to low rate of gaseous exchange; equilibrium between water and blood would be reached ; beyond which no further diffusion can take pklace
  11. c)
  • kidney/ nephron
  • placenta
  1. d) its rake like/ saw like/teeth like to trap solid particles (which may damage delicate gills filaments)
  2. a) heat was lost by conduction/ convection fro the body/skin to cold water; the cooler blood leaving the skin enter the general circulation cooling the body
  3. b)
  • vasocontriction thus less blood flowing to the skin surface reducing heat loss;
  • sweating stops
  • shivering
  1. c) hypothalamus

11.a)  plotting – 2mks

Scale – 2mks

Labelling- 1mk

Identifying curves- 2mks

Curve -1mk

  1. b) i) 12.5min ± 0.5
  2. ii) starch; 16min ± 5

reducing 9.5 min ±  0.5

iii) to provide a suitable optimum temperature for the activity of the enzymes

  1. c) amylase( salivary/pancreatic) ; diastase
  2. d) brown color of iodine is retained; because starch is still absent; the starch molecules are too larhe and cannot pass through the tiny poress of the visking tubing membrane into the water in the beaker

OWTTE

  1. e) saliva contains salivary amylase ; that breaks down starch into maltose; and bicarbonate ions that provides a suitable alkaline ph for the activity of salivary amylase during digestion

12 a)

  • Leaves are modified into spines/ thorns ; to reduce surface are over which transpiration can occur
  • Shed their leaves during dry seasons; to reduce surface area exposed to the atmosphere
  • Leaves have thick waxy cuticle; to minimize rate of cuticular transpiration
  • Some of leaves with hinge cells hence can roll or fold to reduce rate of transpiration by exposing fewer stomata to the environment hence reducing chances of transpiration
  • Have sunken stomata which accumulates moisture in substomatal spaces hence low diffusion gradient thus reducing transpiration rate
  • Have reduced number of stomata hence low rate of transpiration since the surface area for water loss is reduced
  • Some have reversed stomatal rhythm to prevent excessive water loss by transpiration
  • Have parenchyma cell in swollen leaves for storage of water eg cactus
  1. b)
  2. i) a weak carbonic acid in the red blood cells/ bicarbonate ions;

carbon iv oxide on entering the red blood cells reacts with water forming carbonic acid; this process is usually enhanced by catalytic activity of enzyme carbonic anhydrase in the red blood cells; being unstable, the carbonic acid dissociates to hydrogen ions and bicarbonate ions; which acts as buffer; the bicarbonate ions diffuses into the blood plasma and transported to the lungs; on reaching the lungs, they undergo chemical processes(accept explanation of the process) resulting to the formation of the carbon iv oxide which is then exhaled

  1. ii) when physically dissolved in plasma/ weak carbonic acid in blood plasma

carbon iv oxide is transported when physically dissolved in plasma to form a weak carbonic acid; the weak carbonic acid being unstable, dissociates to form hydrogen ions bicarbonate ions/ hydrogen carbonate ions; the hydrogen carbonate ions are transported to the lungs ; where they dissociates to water and carbon iv oxide ; from where carbon iv oxide is exhaled; the hydrogen ions remains in the blood plasma and are mainly secteted into the kidney tubules for excretion when in excess; this method is slow and hence inefficient

iii. when bound to haemoglobin in red blood cells

carbon iv oxide binds to the haemoglobin to form carbominohaemoglobin; being somewhat stable it does not dissociate and carbon iv oxide is transported in thuis form from tissues to lungs; because of high partial pressure of oxygen in the lungs the haemoglobin detaches from the carbon iv oxide; and picks up oxygen; the free carbon iv oxide is then exhaled out of the body .

 

  1. a) pollution is the release of substance or forms of energy; in quantities whose effect is harmful or unpleasant to organisms
  2. b) Sulphur based chemicals( Sulphur iv oxide, hydrogen sulphide)

produced by industries, decomposing organic matter and fumes; affects gaseous exchange ; makes acidic rain and damage leaves affecting photosyntheasis

control method– titration, dissolution and use of chemicals to remove harmful gases

smoke and fumes ; produced in areas with heavy industries, motorvehicles and contain carbon ii oxide; carbon ii oxide combines with haemoglobin to form stable carboxyhaemoglobin which is a respiratory poison; affects visibility;

control– factories should be erected far away from residential areas

dust– produced from cement, gfactories and quarries; it settles on leaves limiting photosynthesis  and causes poor visibility

control– government to enact laws on environmental pollution

sound/ noise– produced by machines aeroplanes  and heavy vehicles and affects heasring in animals

control– ear muffs should be used in industries and jua kali workshops that generates noise

aerosols– consist of fire particles, suspended gases in hebicides, insecticides and sprays; they contain copper metal- when copper is inhaled causes irritation and respiratory diseases, depletion of ozone layer and its non- biodegradable

control– used biological methods of pests control

oxides of nitrogen( nitrogen ii oxide, nitrogen iv oxide)

produced from burning petroleum fules and industries

nitrogencmpounds dissolves in rain water to form acidic rain , its carcinogenic; causes poor visibility on road users

control – use of public means of transport

Latest Education News

Form one 2024 reporting dates, joining instructions and selection results

Education Ministry Cabinet Secretary (CS) Ezekiel Machogu, has announced that Candidates who sat for their 2023 Kenya Certificate of Primary Education (KCPE) examinations will report to their respective secondary schools on January, 2024.

This will be after the other learners have reported to begin their term one.

Machogu who made the announcement, on Monday, while releasing the 2024 Form One selection exercise revealed that all candidates who scored 400 marks and above have been placed in national and extra-county schools of their choice.

He stated that in this year’s placement exercise 36,254 candidates will join national schools, 1,827 will join special needs schools and 201,077 will join Extra County schools.

In the placement, national schools will admit 36,254 students out of which 17,406 girls and 18,848 boys.

Another 213,591 will join County schools and 718,516 will join Sub-county schools.

ates can check the schools that they have been admitted to by texting their index number to 22263.

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Exeter Academic Complex: Contacts, Location and Admission Details

Exeter Academic Complex is a Prestigious Private School that is located at Mwiki-Kasarani in Nairobi County, Nairobi Region in Kenya. Get all the school’s details including: the physical location, Official Phone Number Contact, Website, Email Address and Postal Address.

Exeter Academic Complex Location, Contacts, Postal Address, Physical Address, County, Telephone Number, Email, Website

Location: Mwiki-Kasarani
Address: P.O. Box 25734, Kasarani 00200
City/ Town: Kasarani
County: Nairobi
Country: Kenya
Phone: 020-2396617, 0727-578642

Admissions at Exeter Academic Complex

Being a Private School, placement at Grade 10 (Senior School) is done directly by the school. Use the contacts provided on this page to quickly get an admission vacancy at the school.

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Teachers' Resources

Form 1 Updated Latest Schemes of Work For English

Latest, Updated form 4 English Schemes of Work

ENGLISH SCHEMES OF WORK FORM ONE

TERM ONE 
WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES LEARNING ACTIVITIES LEARNING RESOURCES REFERENCES REMARKS
1 1-3 REPORTING, ADMISSION AND ORIENTATION
  4/5 GRAMMAR Common and proper Nouns By the end of the lesson, the learner should be able to:

· Distinguish between common and proper nouns

· Use common and proper nouns correctly.

 · Discussing

 

· Writing sentences

 · Dictionary · Secondary English Book 1 students book Page6-7

· Teachers guide page 7

  
  6 WRITING Handwriting By the end of the lesson, the learner should be able to:

· Appreciate the importance of writing neatly

· Write neatly and legibly

·

 · Writing

· discussion

 Chalkboard

Sample of good handwriting

 · Secondary English Book 1 students book Page 7-9

· Teachers guide page 8-9

  
2 1 LISTENING AND SPEAKING Pronunciation of /l/ and  /r/ sounds By the end of the lesson, the learner should be able to:

· Listen and talk about possible causes of accidents in the country and how they can be prevented

· Pronounce the sounds /l/ and  /r/ correctly

 · Pictures on accident scenes

· Newspaper reports on accidents

 chalkboard · Secondary English Book 1 students book Page 10-11

· Teachers guide page 10-11

  
  2 STUDY SKILLS Silent reading skills 2 By the end of the lesson, the learner should be able to:

· Appreciate the need to develop good silent reading skills

· Read silently without moving the head or pointing at words

 

 · Reading silently · chalkboard · Secondary English Book 1 students book Page 11-12

· Teachers guide page12

  
  3 READING Comprehension

The Sick Man

 By the end of the lesson, the learner should be able to:

· Read the passage and answer questions on the passage correctly.

· Appreciate the need to shun corruption.

· Infer meaning of the new words used

 · Reading comprehension

·

 Chalkboard

Anti-corruption posters

 · Secondary English Book 1 students book Page 12

· Teachers guide page 13-14

· A good English dictionary

  
  4/5 GRAMMAR Concrete and Abstract Nouns By the end of the lesson, the learner should be able to:

· Recognize abstract nouns

· Recognize concrete nouns

· Form abstract nouns from other word classes.

· Use concrete and abstract nouns in sentences correctly.

 · Discussing

 

· Writing sentences

 · Dictionary · Secondary English Book 1 students book Page 14-15

· Teachers guide page 15

  
  6 WRITING Commonly Misspelt Words By the end of the lesson, the learner should be able to:

· Identify the commonly misspelt words.

· Learn to spell the commonly misspelt words correctly.

· Write neatly and legibly

 

 · Writing

· discussion

 Chalkboard

Sample

 · Secondary English Book 1 students book Page 16

· Teachers guide page 17

  
3 1 LISTENING AND SPEAKING Pronunciation of /i/ and /I:/ sounds By the end of the lesson, the learner should be able to:

· Identify and define ogre stories

· Appreciate the lessons we get from ogre stories

· Pronounce the vowel sounds /i/ and /I:/ correctly.

 · Speaking chalkboard · Secondary English Book 1 students book Page 17-19

· Teachers guide page 19

  
  2 STUDY SKILLS Reading Aloud 1 By the end of the lesson, the learner should be able to:

· Appreciate the need of developing good oral reading skills.

· Explain the importance of understanding what they read aloud.

 

 · Reading · chalkboard · Secondary English Book 1 students book Page 19-20

· Teachers guide page 20

· A good English Dictionary

  
  3 READING Comprehension

Mlafi and Ndele

 By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Appreciate the need to show gratitude.

· Infer meaning of the new words used

 · Reading comprehension

·

 · Pre-reading activities · Secondary English Book 1 students book Page 21-23

· Teachers guide page 22-23

· A good English dictionary

  
  4/5 GRAMMAR Count and Non-count Nouns By the end of the lesson, the learner should be able to:

· Distinguish between count and non-count nouns.

· Master spelling rules for count nouns.

· Use count and non-count nouns correctly.

 · Discussing

 

· Writing sentences

 · Dictionary · Secondary English Book 1 students book Page 23-25

· Teachers guide page 24-25

  
  6 WRITING Writing Narratives By the end of the lesson, the learner should be able to:

· Discuss the features of narrative writing.

· Write a narrative.

· Use vocabulary and sentence structures correctly.

· Write neatly and legibly

 · Writing

· discussion

 Chalkboard

Sample

 · Secondary English Book 1 students book Page 25-26

· Teachers guide page  26

  
4 1 LISTENING AND SPEAKING Pronunciation of vowel sounds  /u/ and /u:/ , // and // By the end of the lesson, the learner should be able to:

· Listen and talk about their future careers using correct English

· Pronounce the sounds given correctly.

 · reading chalkboard · Secondary English Book 1 students book Page 27

· Teachers guide page 27

  
  2 STUDY SKILLS Reading Aloud 2 By the end of the lesson, the learner should be able to:

· Use their voices to emphasize important ideas during oral reading.

· Reading audibly to an audience.

· Vary the tone of voice.

 

 · Reading · Chalkboard · Secondary English Book 1 students book Page 28-29

· Teachers guide page 27

  
  3 READING Comprehension

Relating with Parents

 By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Appreciate the need to relate well with parents and guardians.

· Infer meaning of the new words used

 · Reading comprehension

·

 · Pre-reading activities · Secondary English Book 1 students book Page 29-31

· Teachers guide page 29-30

· A good English dictionary

  
  4/5 GRAMMAR Articles By the end of the lesson, the learner should be able to:

· Use the definite and indefinite articles correctly.

 · Discussing

 

· Writing sentences

 · Dictionary · Secondary English Book 1 students book Page 31-33

· Teachers guide page 30-31

  
  6 WRITING Use of a comma By the end of the lesson, the learner should be able to:

· Use commas correctly in writing.

· Writing a composition that is free of grammatical and punctuation errors.

· Write neatly and legibly

 · Writing

· discussion

 Chalkboard

Sample

 · Excelling in English Book 1 students book Page 33-35

· Teachers guide page 31-32

  
5 1 LISTENING AND SPEAKING Riddles By the end of the lesson, the learner should be able to:

· Define a riddle

· Describe what happens in a riddling session.

· Participate in riddling session

· Explain the functions of riddles.

 · Speaking chalkboard · Secondary English Book 1 students book Page 36-38

· Teachers guide page 33

· Oral literature by OkumbaMiruka

  
  2 STUDY SKILLS Speed Reading By the end of the lesson, the learnershould be able to:

· Appreciate the need to vary reading rate depending on purpose for reading.

· Read in word groups instead of individual words.

 

 · Reading · Chalkboard · Secondary English Book 1 students book Page 38-41

· Teachers guide page 34-35

  
  3 READING Comprehension

What about this Child?

 By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Appreciate and shun the evils of child labour

· Recognize children’s rights.

· Infer meaning of the new words used

 · Reading comprehension

·

 · Pre-reading activities · Secondary English Book 1 students book Page 41-42

· Teachers guide page 36-37

· A good English dictionary

  
  4/5 GRAMMAR Pronouns By the end of the lesson, the learner should be able to:

· Distinguish among personal, possessive and reflexive pronouns correctly.

· Use personal, possessive and reflexive pronouns correctly.

·

 · Discussing

 

· Writing sentences

 · Dictionary · Secondary English Book 1 students book Page 43-44

· Teachers guide page 37-39

  
  6 WRITING Final Punctuation marks By the end of the lesson, the learner should be able to:

· Use final punctuation marks correctly.

· Use vocabulary and sentence structures appropriately in writing.

· Write neatly and legibly

 · Writing

· discussion

 Chalkboard

Sample

 · Secondary English Book 1 students book Page 44-45

· Teachers guide page 39-40

  
6 1 LISTENING AND SPEAKING Commonly Confused Words By the end of the lesson, the learner should be able to:

· Pronounce correctly words with similar pronunciations but different spellings.

 · Reading Chalkboard · Secondary English Book 1 students book Page 41-47

· Teachers guide page 41

  
  2 STUDY SKILLS Using a Library By the end of the lesson, the learner should be able to:

· Explain why people visit a library

· Explain how reading materials are organized in a library.

· Display appropriate behavior in a library.

 

 · Discussion · Library

· Chalkboard

· Catalogued books

 · Secondary English Book 1 students book Page 47-48

· Teachers guide page 42

  
  3 READING Comprehension

Alfred Nobel-A Man of Contrasts

 By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Appreciate the need to change the world for the better.

· Infer meaning of the new words used

 · Reading comprehension

·

 · Pre-reading activities · Secondary English Book 1 students book Page 49-50

· Teachers guide page 44

· A good English dictionary

  
  4/5 GRAMMAR Verbs By the end of the lesson, the learner should be able to:

· Learn and use verbs correctly.

· Distinguish between action and stative verbs.

· Use the present simple tense correctly.

 · Discussing

 

· Writing sentences

 · Dictionary · Secondary English Book 1 students book Page 50-54

· Teachers guide page 45

  
  6 WRITING Building Sentence Skills By the end of the lesson, the learner should be able to:

· Recognize various types of sentence construction errors

· Write properly constructed sentences.

 

 · Writing

· discussion

 Chalkboard

 

 · Secondary English Book 1 students book Page54-55

· Teachers guide page 47-48

  
7 1 LISTENING AND SPEAKING Problematic Sounds By the end of the lesson, the learner should be able to:

· Pronounce the sounds /l/, /r/, /t/ and /d/ correctly.

· Identify other sounds they find problematic.

 · Reading chalkboard · Secondary English Book 1 students book Page 56-57

· Teachers guide page 49

  
  2 STUDY SKILLS Using a Dictionary   By the end of the lesson, the learner should be able to:

· Familiarize themselves with the alphabetic order of words in a dictionary.

· Look up words easily in a dictionary

· Use a dictionary effectively.

 

 · Discussion · English dictionary

· Chalkboard

 · Secondary English Book 1 students book Page 57-58

· Teachers guide page 50

  
  3 READING Comprehension

Gender Violence and HIV/Aids

 By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Explain the connection between gender violence and the spread of HIV.

· Appreciate the need to shun detrimental socialization.

· Infer meaning of the new words used

 · Reading comprehension

·

 · Chalkboard · Secondary English Book 1 students book Page 58-59

· Teachers guide page 51

· A good English dictionary

  
  4-6 HALF TERM BREAK
8 1 LISTENING AND SPEAKING Debate By the end of the lesson, the learner should be able to:

· Appreciate the importance of having debating skills.

· Acquire debating skills.

· Participate in debates.

 · Discussion Chalkboard · Secondary English Book 1 students book Page 66-67

· Teachers guide page 57-58

  
  2 STUDY SKILLS Using the dictionary 2 By the end of the lesson, the learner should be able to:

· Describe the various types of information found in a dictionary.

· Use the dictionary effectively.

 

 · Reading · English dictionary

· chalkboard

 · Secondary English Book 1 students book Page 67-68

· Teachers guide page 58-59

  
  3 READING Comprehension

The Worrying Drug Problem in Kenya

 By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Appreciate the dangers of drug abuse.

· Infer meaning of the new words used

 · Reading comprehension

·

 · Chalkboard

· Magazine cuttings on drug abuse

 · Secondary English Book 1 students book Page 68-70

· Teachers guide page 59-61

· A good English dictionary

  
  4/5 GRAMMAR The Continuous Aspect   By the end of the lesson, the learner should be able to:

· Master spelling rules of present and past participle verbs.

· Use the continuous and the perfect aspects correctly.

 · Discussing

 

· Writing sentences

 · Dictionary · Secondary English Book 1 students book Page70-73

· Teachers guide page 61-62

  
  6 WRITING Informal letters By the end of the lesson, the learner should be able to:

· Identify the different parts of an informal letter.

· Write informal letters correctly.

· Write neatly and legibly

· Use vocabulary and sentence structures correctly.

 · Writing

· discussion

 Chalkboard

Sample informal letters

 · Secondary English Book 1 students book Page 73-75

· Teachers guide page 63-64

  
9 1 LISTENING AND SPEAKING Intonation By the end of the lesson, the learner should be able to:

· Listen and talk about trickster narratives

· Use intonation appropriately

 · Reading Chalkboard · Secondary English Book 1 students book Page 76-78

· Teachers guide page 64

  
  2 STUDY SKILLS Studying poetry 1 By the end of the lesson, the learner should be able to:

· Recognize a poem when they see one.

· Appreciate the experience of a poem.

· Describe the identity of the persona in a poem.

 

 · Reciting · Chalkboard · Secondary English Book 1 students book Page 78-80

· Teachers guide page 65-66

  
  3 READING Comprehension

Disability is not Inability

 By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Appreciate that disability is not inability.

· Infer meaning of the new words used

 · Reading comprehension

·

 · Pre-reading activities · Secondary English Book 1 students book Page 80-82

· Teachers guide page 66-67

· A good English dictionary

  
  4/5 GRAMMAR Adjectives By the end of the lesson, the learner should be able to:

· Identify adjectives

· Use adjectives correctly.

 · Discussing

 

· Writing sentences

 · Dictionary · Secondary English Book 1 students book Page 82-84

· Teachers guide page 68-69

  
  6 WRITING Poems By the end of the lesson, the learner should be able to:

· Learn the features of poetry.

· Write simple poems.

· Write neatly and legibly

 

 · Writing

· discussion

 Chalkboard

Sample poems

 · Secondary English Book 1 students book Page 84-87

· Teachers guide page 70-71

  
10 1 LISTENING AND SPEAKING Dialogue on drug abuse By the end of the lesson, the learner should be able to:

· Read the dialogue interpretively

· Answer oral comprehension questions correctly.

· Appreciate the harmful effects of drug abuse.

 · Discussion Chalkboard

Pictures related to drugs

 · Secondary English Book 1 students book Page 88

· Teachers guide page 72

  
  2 STUDY SKILLS Studying poetry 2 By the end of the lesson, the learnershould be able to:

· Appreciate further the nature of a poem.

· Describe the form of a poem.

· Identify and describe the theme of a poem.

 

 · Recitation · Chalkboard

· Sample poems

 · Secondary English Book 1 students book Page 89-90

· Teachers guide page 73-74

· Demystifying poetry

  
  3 READING Comprehension

Bad habits

By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Appreciate that smoking and drinking is injurious to heath.

· Infer meaning of the new words used

 · Reading comprehension

·

 · Pre-reading activities · Secondary English Book 1 students book Page 91-92

· Teachers guide page 74-76

· A good English dictionary

  
  4/5 GRAMMAR Gradable and non-gradable Adjectives By the end of the lesson, the learner should be able to:

· Mark gradability in adjectives in various ways

· Distinguish between gradable and non-gradable adjectives.

 · Discussing

 

· Writing sentences

 · Dictionary · Secondary English Book 1 students book Page 92-95

· Teachers guide page 76-77

  
  6 WRITING Describing a person By the end of the lesson, the learner should be able to:

· Discuss the features of a good description

· Write a description of someone.

· Write neatly and legibly

 

 · Writing

· discussion

 Chalkboard

Sample

 · Secondary English Book 1 students book Page 95-97

· Teachers guide page 78-80

  
11 1 LISTENING AND SPEAKING Pronunciation of /tf/ , /k/ and /f/ By the end of the lesson, the learner should be able to:

· Pronounce the sounds /tf/, /k/, and /f/ correctly.

· Identify other sounds they find problematic.

 · Reading

 

 chalkboard · Secondary English Book 1 students book Page 99-100

· Teachers guide

 

  
  2 STUDY SKILLS Taking Notes By the end of the lesson, the learner should be able to:

· Take notes from a sample news bulletin read by the teacher

· Write the notes neatly

 

 · Writing · Chalkboard · Secondary English Book 1 students book Page 100

· Teachers guide

  
  3 READING Comprehension

Saito

 By the end of the lesson, the learner should be able to:

· Appreciate that different students come from different backgrounds and face different problems

· Answer questions on the passage correctly.

· Infer meaning of the new words used correctly

 · Reading comprehension

·

 · Pre-reading activities · Secondary English Book 1 students book Page 101-102

· Teachers guide

· A good English dictionary

  
  4/5 GRAMMAR Adverbs By the end of the lesson, the learner should be able to:

· Identify the various types of adverbs

· Use adverbs correctly in sentences.

 · Discussing

 

· Writing sentences

 · Dictionary · Secondary English Book 1 students book Page 102-104

· Teachers guide

  
  6 WRITING Describing a Creature, Object or Place By the end of the lesson, the learner should be able to:

· Discuss the features of a good description

· Write a description of a creature, object or place.

· Write neatly and legibly

 

 · Writing

· discussion

 Chalkboard

Sample of a good description

 · Secondary English Book 1 students book Page 105

· Teachers guide

  
12 1 LISTENING AND SPEAKING Dictation By the end of the lesson, the learner should be able to:

· Write down the passage read out by the teacher correctly

· Explain what one needs in order to write a good dictation

 · Listening

· Writing

 chalkboard · Secondary English Book 1 students book Page 106

· Teachers guide

  
  2 STUDY SKILLS Studying a play By the end of the lesson, the learner should be able to:

· Study a play accurately

· Identify the characters, conflict, inciting action, the root action in a given play

 

 · Reading silently

· Discussion

· Explanation

 · Chalkboard

· Samples of plays

 · Secondary English Book 1 students book Page 106-107

· Teachers guide

  
  3 READING Comprehension

The Sweet Victory

 By the end of the lesson, the learner should be able to:

· Read the passage and answer questions on the passage correctly.

· Appreciate the need to develop one’s talents

· Infer meaning of the new words used

 · Reading comprehension

·

 · Chalkboard

· Certificates of merit

 · Secondary English Book 1 students book Page 107-109

· Teachers guide

· A good English dictionary

  
  4/5 GRAMMAR Prepositions By the end of the lesson, the learner should be able to:

· Recognize prepositions

· Prepositions in sentences correctly.

 · Discussing

 

· Writing sentences

 · Dictionary · Secondary English Book 1 students book Page 110-112

· Teachers guide

  
  6 WRITING The Structure of Paragraphs By the end of the lesson, the learner should be able to:

· Rearrange sentences provided haphazardly into a cohesive paragraph

· Identify the topic sentence, supporting sentences and the clincher sentence in a given paragraph

 

 · Writing

· Discussion

· Explanation

 Chalkboard

Sample

 · Secondary English Book 1 students book Page 112-113

· Teachers guide

  
9 1 LISTENING AND SPEAKING Words with Similar Spelling but Different Meaning By the end of the lesson, the learner should be able to:

· Pronounce words with similar spelling but different meaning correctly

· Write a list of words that have similar spelling but different meaning

 · Reading

· Writing

 

 Chalkboard · Secondary English Book 1 students book Page 139

· Teachers guide

  
  2 STUDY SKILLS LITERARY language By the end of the lesson, the learner should be able to:

· Define literary language

· Identify literary language used in the given sentences

 

 · Discussion

· writing

 · Library novels

· Chalkboard

 

 · Secondary English Book 1 students book Page 140

· Teachers guide

  
  3 READING Comprehension

A Good Leader

 By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Appreciate the need to be a good leader.

· Infer meaning of the new words used

 · Reading comprehension

·

 · Pre-reading activities · Secondary English Book 1 students book Page 141-142

· Teachers guide

· A good English dictionary

  
  4/5 GRAMMAR Direct and Indirect speech By the end of the lesson, the learner should be able to:

· Differentiate between direct and indirect speech

· Use direct and indirect speech correctly in sentences

 

 · Discussing

 

· Writing sentences

 · Dictionary · Secondary English Book 1 students book Page 50-54

· Teachers guide page 45

  
  6 WRITING Packing List By the end of the lesson, the learner should be able to:

· Define a packing list

· Write a good packing list

 

 · Writing

· discussion

 Chalkboard

 

 · Secondary English Book 1 students book Page 145-147

· Teachers guide

  
10 1 LISTENING AND SPEAKING Reading aloud By the end of the lesson, the learner should be able to:

· Read the given passage aloud

· Project the voice well, pronounce words correctly and observe punctuation correctly

· Answer questions from the passage correctly

 · Reading

· Pronunciation

· Answering questions

 chalkboard · Secondary English Book 1 students book Page 148-150

· Teachers guide

  
  2 STUDY SKILLS Literary Language II By the end of the lesson, the learner should be able to:

· Define literary language

· Identify literary language used in the given sentences

·

 

 · Discussion

· Writing

 · English dictionary

· Chalkboard

 · Secondary English Book 1 students book Page 150-151

· Teachers guide

  
  3 READING Kisingu’s Mangoes By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Appreciate the need to shun detrimental socialization.

· Infer meaning of the new words used

 · Reading comprehension

·

 · Chalkboard · Secondary English Book 1 students book Page 151-154

· Teachers guide

· A good English dictionary

  
  4/5 GRAMMAR Types of Sentences

Interrogative sentences

 By the end of the lesson, the learner should be able to:

· Distinguish between different types of sentences.

· Form interrogative sentences.

· Use interrogative sentences correctly.

 · Discussing

 

· Writing sentences

 · Dictionary · Secondary English Book 1 students book Page 154-155

· Teachers guide page52-54

  
  6 WRITING inventory By the end of the lesson, the learner should be able to:

· Appreciate the need of keeping an inventory.

· Make entries in an inventory.

· Write a good inventory.

· Write neatly and legibly

 

 · Writing

· discussion

 Chalkboard

Sample

 · Secondary English Book 1 students book Page 158

· Teachers guide

  
11 1 LISTENING AND SPEAKING Debate on Corruption By the end of the lesson, the learner should be able to:

· Appreciate the importance of having debating skills.

· Acquire debating skills.

· Participate in debates.

 · Discussion Chalkboard · Secondary English Book 1 students book Page 159

· Teachers guide

  
  2 STUDY SKILLS Private Reading/Studying By the end of the lesson, the learner should be able to:

· Discuss the problems they face when reading or studying on their own

· Identify good reading/studying habits

· Draw a private study timetable

 

 · Reading

· Discussion

· Writing

 · English dictionary

· chalkboard

 · Secondary English Book 1 students book Page 159-160

· Teachers guide

  
  3 READING The Temptation By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Appreciate the dangers of corruption.

· Infer meaning of the new words used

 · Reading comprehension

·

 · Chalkboard

· Magazine cuttings on drug abuse

 · Secondary English Book 1 students book Page 160-163

· Teachers guide

· A good English dictionary

  
  4/5 GRAMMAR Types of sentences

Imperative sentences

 By the end of the lesson, the learner should be able to:

· Distinguish between different types of sentences.

· Form imperative sentences.

· Use imperative sentences correctly.

 · Discussing

 

· Writing sentences

 · Dictionary · Secondary English Book 1 students book Page 156

· Teachers guide

  
  6 WRITING Writing public notices By the end of the lesson, the learner should be able to:

· Identify the different parts of a public notice.

· Write a public notice correctly.

· Write neatly and legibly

· Use vocabulary and sentence structures correctly.

 · Writing

· discussion

 Chalkboard

Sample of public notices

 · Secondary English Book 1 students book Page 165-166

· Teachers guide

  
12 1 LISTENING AND SPEAKING REVISION Intonation By the end of the lesson, the learner should be able to:

· Listen and talk about trickster narratives

· Use intonation appropriately

 · Reading Chalkboard · Secondary English Book 1 students book Page 76-78

· Teachers guide page 64

  
  2 STUDY SKILLS REVISION

Studying poetry 1

 By the end of the lesson, the learner should be able to:

· Recognize a poem when they see one.

· Appreciate the experience of a poem.

· Describe the identity of the persona in a poem.

 

 · Reciting · Chalkboard · Secondary English Book 1 students book Page 78-80

· Teachers guide page 65-66

  
  3 WRITING REVISION

Poems

By the end of the lesson, the learner should be able to:

· Learn the features of poetry.

· Write simple poems.

· Write neatly and legibly

 

 · Writing

· discussion

 Chalkboard

Sample poems

 · Secondary English Book 1 students book Page 84-87

· Teachers guide page 70-71

  
  4 LISTENING AND SPEAKING REVISION

Dialogue on drug abuse

 By the end of the lesson, the learner should be able to:

· Read the dialogue interpretively

· Answer oral comprehension questions correctly.

· Appreciate the harmful effects of drug abuse.

 · Discussion Chalkboard

Pictures related to drugs

 · Secondary English Book 1 students book Page 88

· Teachers guide page 72

  
  5 STUDY SKILLS REVISION

Studying poetry 2

 By the end of the lesson, the learnershould be able to:

· Appreciate further the nature of a poem.

· Describe the form of a poem.

· Identify and describe the theme of a poem.

 

 · Recitation · Chalkboard

· Sample poems

 · Secondary English Book 1 students book Page 89-90

· Teachers guide page 73-74

· Demystifying poetry

  
  6 GRAMMAR REVISION

Gradable and non-gradable Adjectives

 By the end of the lesson, the learner should be able to:

· DISTINGUISH BETWEEN Gradable and non-gradable adjectives

· Use them correctly in sentences

 

 · Discussing

 

· Writing sentences

 · Dictionary · Secondary English Book 1 students book Page 92-95

· Teachers guide page 76-77

  
13 END TERM ONE EXAMS, MARKING AND CLOSING
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Knec Schools Exams Portal

Kiboi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kiboi Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day  School that is located at Kahuro Subcounty in Murang’a County of the Central Region, Kenya. The School’s Official Phone Number Contact is: 0711447716 

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Murang’a.

Subcounty: Kahuro.

School Type/ Ownership: A Public School.

Nature os School/ CBE Level: Senior School (SS).

Category: Regular School

School’s Official Name: Kiboi Secondary School

Sex: Mixed, (Boys’ and Girls’)  School.

School Cluster/ Level: Sub-County School whose Classification is C4.

Accomodation Type: Day  School.

Knec Code:  10238132

School’s Official Phone Number:  0711447716 ;

Email Address. Kiboisec @ gmail.com 

Total Number of Subjects Combinations Offered at the School: 10

Subject Combinations Offered at Kiboi Secondary School

View all available subject combinations at this school

SOCIAL SCIENCES

4
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2109
Business Studies,Christian Religious Education,Fasihi ya Kiswahili
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1080
Business Studies,Fasihi ya Kiswahili,Literature in English
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1081
Fasihi ya Kiswahili,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES

STEM

5
APPLIED SCIENCESCode: ST2075
Agriculture,Geography,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2063
Agriculture,Computer Studies,Home Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1045
Biology,Business Studies,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2071
Agriculture,Biology,Geography
3 SubjectsSTEM
PURE SCIENCESCode: ST1020
Advanced Mathematics,Chemistry,Physics
3 SubjectsSTEM

ARTS & SPORTS SCIENCE

1
SPORTSCode: AS2018
Computer Studies,General Science,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE

📍 How to get more Information about the School

For more information about admission requirements, facilities, and application procedures, contact the school directly. Use the official phone number indicated above to get information about the school’s fees, uniform, meals and performance.

How to Select Grade 10 Subjects and schools

To select Grade 10 schools and subjects under the Competency-Based Curriculum (CBC) in Kenya, Grade 9 learners should first choose a career pathway (STEM, Social Sciences, or Arts & Sports Science). Then, they’ll select three subject combinations within that pathway and finally, choose four schools for each combination, totaling 12 schools. To select preferred Grade 10 Schools and Subject Combinations, use the Ministry of Education portal selection.education.go.ke.

1. How you can Choose a Career Pathway:

  • Identify your interests and potential career aspirations.
  • Select one of the three pathways: STEM, Social Sciences, or Arts & Sports Science.
  • Confirm your choice to proceed with the pathway.

2. Select Subject Combinations:

  • The portal will provide you with a list of subject combinations available within your chosen pathway.
  • Choose three subject combinations that align with your interests and strengths.

3. Select Preferred Senior Schools:

  • For each subject combination, select four schools from the available clusters.
  • This ensures a diverse range of options and equal representation from different categories of schools.
  • A total of 12 schools will be selected: 4 for the first subject combination, 4 for the second, and 4 for the third.

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

Senior School Subjects and Pathways selection Form.

Senior School Subjects and Pathways selection Form.

Senior School Selection Form educationnewshub.co.ke